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SPECIAL INVESTIGATION 



EXPERIENCE WITH FOREMEN 
TRAINING IN 115 PLANTS 






REPORT No. 583 



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COMPILED AND RELEASED BY 

THE DARTNELL CORPORATION 

CHICAGO. 



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PURPOSE OF THIS REPORT 



Although, there has long existed a real need for clarifying and 
defining the foreman's J oh, the uncertain situation regarding the 
status of foremen under any change in the present labor law has 
served to intensify this need and to make any action by management 
in this direction much more significant. 

The present is, therefore, an opportune time to write a new code 
of foremanship — a set of basic attitudes and values — for the pur- 
pose of setting up a guide for both foremen and management which 
will be more in keeping with the current trend toward improved 
relations with foremen. 

Hot only is there a need to define the foreman's job, but the 
foremen training program v;ill, of necessity, require a change in 
direction, i.e., be slanted more toward the management functions 
of the job. Of particular interest today, too, is the emphasis 
upon the human element in supervisory activities. For this rea- 
son, foremen will also require more coaching in the essentials of 
handling people on the job. 

Part One of this report is mainly concerned with the methods used 
by companies to bring foremen and management into closer relation- 
ship, and with the development in foremen of the ability to handle 
people . 

Part Two will cover the formulation of training programs by means 
of foremen's policy manuals, conferences with the supervisory 
group, and the use of visual aids. 



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CONTENTS 

PAGE 

The Foreman and Management 3 

Unionization Threats 4 

Making Foremen Part of Management 6 

Defining the Foreman's Status 8 

What Does the Foreman Have a Right to Expect from Management?.. 9 

What Does Top Management Expect of Foremen? 9 

Respons Iblllties of the Foreman 10 

Giving the Foreman Informatipn 11 

What Are the Qualifications of a Good Supervisor? 15 

Use of Job Descriptions 20 

Setting Up a Job Description 21 

Publicizing the Foreman's Job 22 

Planning the Training Program 24 

Foreman's Relations with Workers 25 

How Cessna Aircraft Developed Leadership 28 

Discipline Procedure 28 

Training by Means of Committees 30 

Aldens ' Training Technique 31 

The Armstrong Cork Company's Program 32 

The Railway Express Agency ' s Program 35 

Foreman Training at the Thor Corporation 37 

Kalser-Frazer Course for Prospective Foremen 40 

Ford Motor Company Trainee Plan 41 

Types of Meetings 43 

The Round-Table Meeting 43 

Training the Conference Leader 44 

The Conference Room 46 

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CONTENTS (Continued) 

PAGE 

Size of the Meeting 47 

How Long Should the Meeting Last? 48 

How Often Should Meetings Be Held? 49 

The "Controlled" Conference 49 

The Use of Visual Aids 50 

Preparing for the Conference 52 

The First Meeting of the Series 53 

Retaining Control of the Meeting 55 

Subjects for Discussion. 56 

Revere Copper and Brass Discussion Topics 59 

International Harvester's List of Subjects 60 

Topics Based on the Management Policy Guide 60 

How Allen Manufacturing Selects Discussion Topics 61 

Getting the Foremen's Reactions to the Meetings 63 

A Lecture-Demonstration-Discussion Program 65 

Ansco's Advisory Board 66 

The Foremen ' s Pol icy Manual 67 

Preparing the Manual 68 

Subject Matter of the Policy Manual 70 

Types of Manuals in Use 70 

Bound vs . Loose-leaf Manuals 72 

Foremen ' s Guides 72 

Does the Training Program Work? 74 

Rating the Supervisory Group 74 

Training the Raters 75 

The Rating Form 76 

Compensating the Foreman 77 

Summary 77 



EXPERIENCE WITH FOREMEN TRAINING IN 115 PLANTS 
« )|t * 

A Dartnell survey of methods used by companies 
in various lines of business to improve training 
programs for foremen and to secure the integra- 
tion of the supervisory group and management. 



PART I: THE FOREMAN AND MANAGEMENT 

There has never been any q_uestion in the minds of well-informed man- 
agement men about the necessity for developing a well-trained, cooperative 
supervisory force. It is generally conceded that such a group, properly 
coached and fully informed, is the greatest force the average company has at 
its command to achieve quality production and to maintain employee morale at 
a high level. 

There has been a notable increase in interest regarding foremen's train- 
ing in recent years. The current survey made by the Personnel and Labor 
Relations Committee of the Illinois State Chamber of Conmerce bears out this 
statement by others. This survey, which covers 350 firms located in the 
state of Illinois, reveals that "in addition to a definite trend toward 
offering the employee more information, there has been an equally interesting 
and definite trend toward keeping the supervisory employee better informed so 
that he can do a better job. For ezample, 'training opportunities' offered 
supervisory personnel among the manufacturing group increased from 72 per 
cent in 1945 to 87 per cent in 1948." 

The Dartnell survey upon which this report is based, also reveals a 
trend toward greater interest in developing the supervisory force. While a 
few of the companies contributing information for this report have dropped 



m 



their supervisory training plans, such discontinuances seem to be temporaiy 
and, in fact, a number of companies without training plans at present are in 
the process of formulating programs with the aim of giving foremen more 
information about the company and about the technique of handling people. 

However, this survey also indicates that there is a real need for recog- 
nizing the importance of consistent, year-in and year-out interest in devel- 
oping foremen. In many cases, foremen's training programs have been set up 
to meet an emergency, such as the drive a few years back toward unionization 
of foremen under the Wagner Act. At that time, many an inactive foremen's 
prograun was dusted off and given new life to meet this threat. When the 
Taft-Hartley Act superceded the Wagner Act, and the bargaining power of the 
Foremen's Association of America was curbed, dozens of foremen training pro- 
grams again lapsed into inactivity. 

Developing foremen, providing them with essential information, and help- 
ing them to learn better methods of handling the human element in industry, 
should not be subject to such conditions as those stated above. Training '__ 
programs should be continuous in order to secure the greatest benefit from 
them. This does not mean that they should not be subject to change — any 
training program becomes dull and uninteresting unless it is varied or re- 
vised from time to time. Foremen's bulletins should be changed, the tempo 
or style of meetings varied, and bookletsrevised each year, if possible. 

The main point, is that it is just as important today to provide foremen 
with management data and to improve their method of handling workers as it 
was when the foremen's union was making inroads upon supervisory groups. 

OTriOUriZATION THREATS. It was back in 1946 that industry was thrown into a 
near panic when the National Labor Relations Board recognized foremen's 
groups as collective bargaining units under the Wagner Act. Unionization of 



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foremen progressed to the point urtiere the Foremen's Association of America 
could claim a membership of 35,000. 

At that time, oompanies attempted to show tJiat foremen were a part of 
management and conseq^uently not subject to unionization. But because little 
or no preparation had "been made to meet the situation, the attempt at proof 
was not too successful. Too many examples could be presented hy the Pore- 
men's Association to Indicate that foremen by and large had been shorn of the 
management powers they once had held. It was pretty well substantiated that 
foremen not only did not know what their duties and responsibilities were 
supposed to be, but they didn't even know or understand company policies. 
Furthermore, Instead of being part of management, the foreman was often by- 
passed by top management. Frequently his first knowledge of what was going 
on came not from the top, but from the shop steward via the grapevine. It 
was quite evident that although many a company thought of the foreman as 
being part of management, it never acted 
as if he were! 

Among the attempts at that time to 
prove that foremen were part of management 
was the statement made by C. E. Wilson, 
president of General Motors. Part of this 
statement, which ran a full page in the 
daily newspapers, appears at the right of 
Idiia page. 

Efforts to set up an active foremen's 
union have not died down. In a statement 
made to the press recently, the Foremen's 
Association of America indicated that it 



THE POSITION OF FOREMEN 
IN GENERAL MOTORS 

In General Motors, foremen are the MAN- 
AGERS of their departments. They partici- 
pate in establishing management policies 
in both production and personnel matters. 
They have full authority to approve or 
disapprove the hiring, to supervise the 
work, and to make work assignments of 
the employes under their supervision. They 
initiate wage increases, transfers and pro- 
motions. They are directly responsible for 
the e^ciency and safety of their group. 
They have full authority when necessary 
to take immediate, appropriate discipli- 
nary action for violation of shop rules, and 
other improper conduct of their employes. 
They are the first point of management 
contact and make the first management 
decision on all matters relating to the em- 
ployes under their direction. 



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has already started a movement to regain its wartime mem'bersMp of 35,000. 
At present, the union reports atout 24,400 foremen on its mailing list, most 
of whom are in plants in the large industrial cities. 

The first phase of this drive to bring into the union a goodly percent-" 
age of the some 2,500,000 foremen employed in American industry, began with a 
campaign to contact former members of the union. The second phase of the 
movement is to be a recruiting drive, designed to begin after the Congress 
now in session has acted on the labor law. According to union officials, 
literature addressed to former members was sent out the week before the 
Presidential election in November 1948. 

MAKING FOREMEN PART OP MANAGEMENT. Regardless of the future status of the 
labor lav;, it is important that company policy should be slanted today toward 
correcting old grievances and recognizing the foreman as part of management. 
Thus any change in the provisions of the law against unionization of foremen 
would find the company still ahead of the game, for it would have gone on 
record to show that the foreman was considered an integral part of the man- 
agement staff of the company. 

In any event, management should not risk the chance of any foreman being 
obliged to turn to another force to secure the satisfactions that should be 
inherent in his job — satisfactions which should be assured by the company for 
which he is working, rather than by a union. If foremen have a strong feel- 
ing of security and an assurance of being an important part of management, 
the company will be ready for any union attack. 

Making the foreman feel that he is actually a part of management is not 
something that can be accomplished overnight, however. To achieve this 
objective, there must be a plan that will be carried on as a continuous 
process. True, such a program may vary over a period of time — indeed, it 



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should vary not only in order to keep it in tune with changing conditions, 
but to prevent monotony and eventual disinterest of the supervisory group. 

In the event that the training program, as such, may be discontinued for 
a while, the contact made with the supervisory group should by all means be 
maintained. This is extremely important for management must never forget 
that the foreman is the company's leader closest to the firing line. Unless 
these leaders know the score, the morale of the rank-and-file workers isn't 
going to be very high. Regardless of the need for specific training, the 
"life line" must be kept open — the foreman must be kept well-informed so that 
his position as a leader is secure. 

It cannot be too often emphasized that the success and progress of a 
business rest largely upon the quality of leadership developed in the com- 
pany's supervisory group. The foreman's job not only includes responsibility 
for orders, commitments, production schedules, and quality, but also respon- 
sibility for good employee relations upon which production so largely de- 
pends. Inability to understand the implications of this supervisory rela- 
tionship to production and neglect to formulate a plan, which will make the 
supervisory group a part of management, continue to be among top management 
"blunders . 

It is poor judgment, indeed, to wait until things go haywire to overhaul 
relations with the supervisory group. To wait until the company has a strike 
or until the foremen's union takes over, means a lot of hard work before the 
situation can be remedied. But a strong, well-developed supervisory group 
having a deep sense of security, will help to minimize such hazards or to 
avoid them coDnpletely. 

The criticism has been made by the National Labor Relations Board some 
time back that the foreman's role in industry has so changed since the 



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1900's, that he is today but a mere "traffic cop" because "he is required to 
adhere to procedures set by management and has no authority to make decisions 
or discliarge, transfer, or reclassify employees." The Board further stated 
that "whereas the foreman was formerly an executive with considerable freedom 
of action, he is now an executor carrying out orders, plans, and policies 
determined above; he is more managed than managing, more and more an executor 
of other men's decisions and less and less a maker of decisions himself." 

DEFINING TSE FOREMAN'S STATUS. In their hour-to-hour contacts with indi- 



vidual workers, foremen actually conduct more than 80 per cent of manage- 
ment's labor relations. Despite this key role in management of personnel, 
top management, with few exceptions, has neglected to define the foreman's 
position in the organization. Yet, the foreman must know company policies 
and rules; must know something about manufacturing methods and costs; must 
know how to indoctrinate, teach, and train employees; how to handle griev- 
ances; maintain discipline, and last but not least, know how to get coopera- 
tion from a wide assortment of workers. 

At the time the National Labor Relations Board tried to show that fore- 
men were not part of management, General Motors, reaffirmed the management 
position of its foremen. On page 5 of this survey, the extent of the author- 
ity granted foremen is outlined. The final sentence which reads as follows, 
is of considerable importance in defining the foreman's status: 

They are the first point of nsxiagement contact and make the first 
nenagement decision on all matters relating to the employees under 
their direction.. 

When formulated in this manner, the position of the foreman on the man- 
agement staff is not open to any doubt. It becomes a bona fide fact. Com- 
panies setting up a policy to indicate the foreman's status may find it 
advisable to follow General Motors' method and put in writing a clearly 



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defined statement regarding the foreman's place in the oompany. 

If such a statement has already "been made, it may tie a good idea to re- 
affirm the position of each foreman and supervisor as an important member of 
management. Not only will this give the foreman himself a feeling of par- 
ticipation in management, but it will again put the company on record. 

Such a statement should not, of course, be an empty gesture — the company 
must actually try to improve each foreman's understanding of how business 
really works and should share with him the problems and objectives of the 
oompany so far as is practicable. Make the foreman understand that he is 
actually operating as an arm of management. 

Some years back, C. Donald Dallas, president of Revere Copper and Brass 
Incorporated, outlined the needs to be met by foremen and by management. 
Since the picture has changed but little, Mr. Dallas' outline, given below, 
still applies to the present-day situation. 

WHAT DOES THE FOREMAN HATE A RIGHT TO EXPECT PROM TOP MANAGEMEIIT? 

1. To be kept fully informed about what is going on. 

E. To be notified well in sidvance before a policy is put into effect. 

3. To receive support for his decisions. 

4. To be called in on departmental and inter-departmental conferences. 

5. To receive impartial praise and constructive criticism. 

6. To be made answerable to as few men with authority over him as 
possible. 

7. To receive clear-cut instructions. 

8. To have a chance for merited promotion. 

9. To receive fair remuneration. 

10, No buck passing by top management. 

WHAT DOES TOP MANAGEMENT EXPECT OP FOREMEN? 

1. Loyalty and intelligence. 

2- Responsibility for quality of workmanship, production, and costs. 

3. Prevention of accidents. 

4. Building of morale and maintaining satisfactory employee relations 
in Ms department. 

5. Clear Interpretation of company policies and regulations to employees. 

6. A knowledge of federal an.d state laws. 

7. The ability to handle grievances proniptly, with understanding 
and sympatic. 



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In addition to this interpretation of tlie alliance between management 

and the foreman, Mr. Dallas also indicated that the foreman's job (as part of 

management) also should meet certain expectations of his workers. For ezaai- 

ple, workers usually ezpect from their foremen; 

1. Leadership by example and not by command. 

E. Impartial recognition of ability. 

3. Equal opportunities for promotion and training. 

4. Clear-cut instructions. 

5. CONSTRUCTIVE criticism. 

6. Judicious praise. 

7. Prompt handling of all grievances. 

Management, of course, knows all these factors. Unfortunately, no in- 
quiry is made into the functioning of such foreman-management relations until 
the foreman becomes a special problem or employee morale drops to a new low. 
The tendency has been to deal with the foreman problem in spurts — when things 
look bad, there is a lot of talk about making foremen part of management; 
when things look good, the problem is by-passed. Yet, the job of deyeloping 
foremen is one well worth doing because taking them by and large, the group 
consists of honest and intelligent men who are desirous of doing a good job 
for the company. Most of them are well aware, too, of the need for direction 
and training from the top. 

RESPOHSIBIIITIES OF THE FOREMAN. In no field of operations in the foreman's 
job is his relation to management more apparent than in the selection and 
direction of the working force. In many companies, this responsibility 
assumed much greater importance during and since World War II. 

When the National Labor Relations Board stated some time back that the 
foreman was merely a "traffic cop" and not a member of management in the 
average company, it was not describing foremen's jobs with The B. F. Goodrich 
Company. The responsibilities of the B. F. Goodrich foremen were clearly 
defined as management responsibilities as far back as 1945. For example, to 



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give the foreman as complete responsitillty as possible for the selection and 

direction of his working force, the company reports following arrangement: 

The employment procedure has been modified so that each foreman has 
the opportunity, even in our largest plant, to interview, and to 
make the final decision on employment of applicants screened and 
referred to him by the employment department. This change in em- 
ployment procedure has been well accepted by the foremen, and makes 
it possible for them to assume greater responsibility for the 
effectiveness of their working force and for the control of turn- 
over in their departments. 

The interviewing and approving of applicants for employment places 
the foreman in a stronger position with the employees whom he di- 
rects... As to the second part of this employment procedure, the 
foreman is charged with the responsibility of seeing that the new 
employees get off to a good start and receive proper job instruc- 
tion on their assignment within the department. 

A general list of the usual responsibilities of the foreman in the 

average company is to be found on the following page. 

GIYING THE FOREMAH INPORMATIOE. One of the most important factors in making 
the foreman part of management is to provide him with essential information 
about company policies, changes, and other matters important to him in di- 
recting the work of others. From the information received in compiling this 
report, there is every indication that management is making a definite effort 
to provide foremen with essential information. The great majority of com- 
panies cooperating indicate that (1) they provide foremen with inforaiation on 
new policies or changes; (2) they back up the foreman's decisions based on 
such information; (3) they do not by-pass the foreman in giving information 
to rank-and-file employees. 

Such a trend is a far cry from the situation before World War II when 
one of the most common gripes of foremen was the fact that they v/ere consist- 
ently by-passed by top management. 

The American Radiator & Standard Sanitary Corporation states that the 
company has "attempted to define the position of foremen carefully, making 



Exhi'bit I 



RESPONSIBILITIES AWD DUTIES OP THE AVERAGE POREIiIAE 



1. Maintain good employee morale 

2. Prevent friction between employees 

3. Maintain cooperation with other foremen 

4. Be responsible for leadership of his group 

5. Be fair and impartial in handling employees 
6. .Accept responsibility for his job 

7. Make clear-cut decisions 

8 . Carry out management ' s orders efficiently 

9. Give workers clear, concise orders 

10. Maintain economic operation of department 

11. Represent the company properly 

IS. Maintain efficiency of his working force 

13. Maintain discipline 

14. Encourage initiative among workers 

15. Supervise jobs in progress 

16. Assume responsibility for men, material, and equipment 

17. Recommend suitable equipment or materials 

18. Be responsible for safety in his department 

19. Select and recommend men for promotion 

EO. Endeavor to place workers to best advantage of the men and the company 

21. Teach new workers on the job 

22. Recommend hiring or firing workers 

23. Keep absenteeism or tardiness down to a minimum 

24. Watch costs 

25. Keep essential records and prepare reports 

26. Be responsible for good housekeeping in the department 

27. Understand all the jobs in his department 

28. Maintain inspection of the work 

29. Avoid waste or inferior quality of work 

30. Carefully plan work so that an even flow is maintained 

31. Interpret company policies and rules to workers 

32. Suggest improvements in methods or equipment 

33. Assume responsibility for rush work or special orders 

34. Maintain esprit de corps — teamwork 

35. Be interested in the welfare of his workers 



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certain that the funotions performed "by them belong essentially to manage- 
ment. Having made certain that our supearvisory force is a part of manage- 
ment, we hare attenrpted to establish two-way lines of communication on a 
practical day-by-day basis through both formal and informal conference meet- 
ings. Through such discussions, our foremen are kept informed as to local 
and company policies, plans and problems and, likewise, top management is 
kept alert as to day-by-day and long-range problems of our supervisors." 

A food company in the Middle West not only gives all foremen information 
regarding company policies, but makes a special effort to provide them with 
information regarding current phases of labor relations. Following is an 
excerpt from the company's statement: 

We make a special effort to keep our foremen posted on all phases 
of labor relations, such as grievance meetings and wage and contract 
negotiations. We meet regularly with our union committee once a 
month, and on the following day, we have a meeting with all the 
factory superintendents, foremen, and assistant foremen. At this 
meeting they are given a complete report of everything that tran- 
spired at the meeting with the union on the previous day. 

We have a minimum of two foremen's meetings each month. One, as 
explained above, for the purpose of reporting the developments in 
labor relations; the other of a more general nat-ure at which prob- 
lems of production emd general operation are discussed. 

Once a year, we have a msuiagement staff dinner, to which all super- 
visory employees of the factory and office are invited. At this 
dinner meeting, the annual financial statement is thoroughly ex- 
plained. In addition, they also get a report on the over-all oper- 
ations during the previous year, and the proposed plans for the 
coming year. 

The B. F. Goodrich Company provides foremen with information by means of 
a management bulletin which goes to all members of the organization with man- 
agement responsibilities. Included in the bulletin is information regarding 
new products, new plants, sales promotion, production statistics, and general 
economic information. From time to time, there are special editions of the 
bulletin covering iinportant arbitration decisions, wage settlements, and 



(13) 



changes in policy. Foremen are also given advance copies of the financial 
statement of the company and speeches by company executives. The company 
makes every effort to see that the release of these bulletins is so timed 
that the information reaches foremen and managers well in advance of the com- 
pany newspaper which goes to the homes of all workers. 

An unusual part of the Libbey-Owens-Ford Glass Company's foreman program 
is the practice of making visits to all supervisors at least four times a 
year to ask their help in the formulation of industrial relations policies 
and prstctices. 

In addition, the company leaves no stone unturned in providing foremen 
with information on the union contracts. Each year, after negotiations with 
the unions have been completed, it puts out a mimeographed guide for super- 
visors — a guide which has run as high as 90 pages. On one page of the guide 
is the clause as it appears in the contract; on the opposite page, is the 
interpretation of each provision. This is a far cry from the average com- 
pany's attitude regarding the union contract. Not only are foremen in many 
companies unfamiliar with the union contracts, but no attempt is made to 
interpret the clauses in these agreements. As most supervisors are likely 
to find it difficult to follow the meaning of many of the clauses in the 
average union contract, this method of giving the supervisory group such 
information has much to recommend it. Information is also given to foremen 
from the various plants at the company's dinners when the top officials 
report on the progress of the company's past and present programs. 

Another company, whose main plant is located in the Middle West, has 
developed an unusual program of providing supervisors with information. The 
program consists of a 1-week "course" at the home office on the whys and 
wherefores of company policies and practices. Foremen are given a week's 



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trip to the home office (located in the East), meet company officials inform- 
ally, attend open-forum conferences, meet other foremen, visit company prop- 
erties and see the company's finished products. Throughout the entire pro- 
gram, the position of the foreman is emphasized. He is told again and again 
that he is part of management and that he is expected to exercise his respon- 
sibility as a management man. The cost to the company for each session 
averages about $200 per person. The company's clubhouse at which the foremen 
are housed accommodates about 35 men. It is planned that all foremen will 
attend at least one session during the course of the program which is ex- 
pected to cover about 3 years. 

Revere Copper and Brass Incorporated provides for immediate notification 
of all new policies by means of written memoranda indicating the changes in 
policies and interpretations. Included are such matters as the disposition 
of grievances (especially if the foreman had been overruled); promotions and 
transfers of all management personnel; proposed changes in equipment, layout, 
or products; developments in union negotiations. In addition, the works man- 
ager meets with his management group each month to discuss current problems, 
proposed changes in policies, equipment, and construction. Such meetings 
provide top level interpretation where needed. At intervals, the vice presi- 
dent of the division attends these meetings to give a picture of the over-all 
outlook for the company. 

The practice of Revere Copper and Brass of having an officer of the com- 
pany talk to the supervisory group is in keeping with modem personnel prac- 
tice. A number of companies have found -that it is a good idea to have top 
executives and officers talk to supervisory groups about the work done under 
their jurisdiction. For example, the vice president in charge of sales or 
the sales manager 'talks to such groups about the campaign to increase sales, 



C3.5) 



wMch, in turn, will keep the plant operating at production capacity. The 
vice president in charge of production gives the supervisory group facts 
about production costs, waste, and so forth. 

Unfortunately, many top executives are not good speakers. Their talks 
may be poorly delivered or monotonous in content. It goes without saying 
that only those executives who can give a good talk should be selected for 
this purpose, for the dull, dry-as-dust talk or, what is infinitely worse, 
the pompous address, is pretty worthless. It is bad for the morale of the 
supervisory group to sit through deadly, dull speeches or a stuffy, sterile 
program. 

However, there are always one or two top men in a company who can manage 
a good, meaty talk. These should be selected to give informal talks to the 
supervisory group. From time to time, men of ability who can talk well may 
be brought in from outside the company to round out the program. 

WHAT ARE THE QUALIFICATIONS OF A GOOD SUPERYISOR? Before an adequate fore- 
man's training program can be set up, it is advisable to decide what is meant 
by the title, "supervisor" and to determine the qualifications essential for 
good foremanship. 

The supervisor may be considered by his workers — and the company — any 
one of the following: 

One who has charge of a group of workers. 

One who directs the work of others. 

One who represents the company. 

One who is responsible for the work. 

One who executes the orders of management. 

One who is responsible for the production of a group of employees. 

One who carries out the instructions of management. 

One who must assume the leadership of a group of workers. 

One who represents the company to a group of employees. 

One who plans the work. 



p&) 



It l3 not always easy to determine the q.-aalifications essential for good 
foremanship because there are, of course, many kinds of foremen. Some fore- 
men direct only a few workers in the simplest of tasks whereas others are 
responsible for a large group of workers, for production schedules, maintain- 
ing costs, and many other management jobs. It therefore stands to reason 
that q^ualifications for a good foreman will vary somewhat. Briefly, however, 
the following q^ualifications will be found to be essential in specifying the 
average type of foreman who will make good on the job: 

1. Physical fitness 9. Good judgment 

2. Self-confidence 10. Knowledge of jobs supervised 

3. Emotional stability 11. Ability to handle people 

4. Intelligence IE. Dependability 

5. Mechanical aptitude 13. Ability to teach others 

6. Some arithmetic ability 14. Industry 

7. Loyalty 15. Initiative 

8. Honesty 16. Sood character 

This list is not arranged in any particular order. In some cases, the 
sixteenth quality listed here might be placed first on the list; in others, 
the eleventh would be put at the head of the list. As indicated before, much 
depends upon the type of foreman required for the job. 

The list of sixteen qualities could be added to considerably, of course. 
In fact, some lists of essential qualifications for supervisory jobs include 
as many as 70 qualities considered important in the selection of a good 
supervisor. A check of such lists, however, indicates that the 16 qualifica- 
tions given above are the bare essentials for any job which entails the 
supervision of other workers. 

Because supervisory jobs vary so greatly, some of the qualifications 
specified by contributors to this survey may be of interest to readers. For 
example, a shoe manufacturing company not only requires good character in 
selectees for supervisory jobs, but good community standing. Another factor 
(mentioned by only one other contributor) is "desire to have the job." This 



(17) 



is an interesting qualification for, as many a majiagement man has discovered, 
workers having essential qualifi cat ions for supervisory jobs may have so 
little desire for this type of job that they are never wholly happy supervis- 
ing others and may therefore fail to become a really good foreman. Also, the 
"desire to have the job" is frequently an indication of ambition, initiative, 
self-confidence, and the ability to progress. 

Another contributor — a food processing company — lists the following 
qualifications, among which are several deviations from the usual list: 

1. Good Job knowledge and reasonable skill 

2. Genuine interest in people and a knack of getting along with others 

3. Tangible evidence of imagination 

4. Open-mindedness 

5. Good poise and health 

6. Evidence of unused capacity for development 

No. 6 in this list is also given by a few other contributors and is an 
indication, of course, of good planning for the future as it is this careful 
type of selection which gives a company a backlog of top management material. 

A contributor in the Middle West includes the following five qualifi- 
cations: 

1. Educational background 

2. Job training; production experience 

3. Ability to get along well with people (This is a must) 

4. Personal appearance; size 

5. Enthusiasm for supervlsional type of work 

This is one of the few lists which includes any reference to personal 
appearance. It is also interesting to note that this contributor also pre- 
fers men who want to be supervisors (see reference to shoe manufacturer on 
the previous page) . 

Following is the unusually well-organized list of qualifications for the 
foreman's job set up by the International Harvester Company: 



MAIN QUALIFICATIONS OF A FOREMAN 
Leadershj-p 

Personal traits wMcti win the respect and cooperation of the 
group with whom he works. 

Sincerity 

Understandii^ 

Self-Control 

Pleasant Personality 

Tactful 
Ability to manage and direct others. 
Ability to organize and systematize work. 

Ability to understand and evaluate the experience and problems 
of others. 

Experience 

Possesses the know-how of the various Jobs which come under his 
supervision. 

Intelligence 

Possesses above average intelligence. 

Education 

Graduation from a 4-year ar'credited high school course or its 
ec[uivalent. 

Auuearance 

Neat; displays an adequate amount of poise. 

Health 

Vitality apparent — no current record of serious illness. 

A business machine manufacturer indicates that "satisfactory past per- 
formance" is important in the selection of supervisors. This is in line with 
the reasoning of a number of psychologists engaged in the selection of per- 
sonnel. The basic premise in this instance is that a man will generally do 
in the future what he has done in the past; i.e., his past performance (habit 
formation) indicates his future performance. 

Another interesting contribution is from the Libbey-Owens-Pord Glass 
Company which lists the following qualifications: 

1. Ability to get along with, inspire, and train subordinates. 

2. Vision and imagination; consciousness of cost and production 
goals, ability to plan; open-mindedness about constructive sug- 
gestions and ideas. 

3. Willingness to shoulder responsibility. 

4. Ability to cooperate with other supervisory employees. 

5. Thoroughness. 

6. Ability to delegate. 



m) 



Regardless of tlie variations in tlLese lists, one q.uality is emphasized 
in each list and ths-t is the ahility to get along with others . Sometimes 
this is listed as "the ability to handle others" or "the ability to lead 
others." Whichever term is used, the q^ualification is usually placed at the 
top of the list or otherwise emphasized. In a recent Dartnell booklet on 
supervision,* this q.uality was also emphasized. 

In many cases, contributors specified only two qualities: (1) The abil- 
ity to get along with others, and (E) knowledge of the Job. Thus, the abil- 
ity to handle people — the human relations angle — is given equal importance 
with job knowledge. 

Although the selection of foremen is not being covered in detail in 
this survey, the list of applicants' qualifications for the job of supervi- 
sion must be considered before any training program is set up. Practice 
indicates that few men will have all the essential qualifications for super- 
visory jobs, but with adequate trainiiag many a man lacking one or two neces- 
sary qualifications can be developed into a bang-up supervisor. 

Thus if the supervisory jobs in a company are analyzed from this stand- 
point, then the nest step, job descriptions, can be handled more easily and 
the training program set up to meet actual working conditions. 

Haturally, there is more to the selection of foremen than setting up a 
list of qualifications! After the job analysis is completed, the applicant's 
employment record must be analyzed; he must be carefully interviewed; and 
finally. If necessary tests covering intelligence, aptitude, arithmetic 
ability, and personality or temtperament. 



*"A Short Course in Human Relations." Dartnell Corporation, 1948, 



(20) 



USE OF JOB DESCRIPTIONS. The use of jo"b descriptions for supervisory work 
has increased considerably in the last 8 years due largely to the urgent need 
for such analyses during the war years. For the most part, however, Joh 
descriptions are in use largely in those companies which, during the war, 
set up job evaluations for the rank-and-file. Smaller companies are more 
likely to depend upon first-hand knowledge of jobs rather than written de- 
scriptions. As more careful employee selection procedures are set up in 
industry, however, the practice of setting up descriptions for all super- 
visory as well as raiik-and-file jobs will probably become more widespread. 
A lack of supervisory job descriptions will then most certainly be an indi- 
cation of the failure of top management to interest itself in the problems 
of supervision. 

It is interesting to note that the contributors to this survey indicate 
a strong interest in setting up specifications for supervisory jobs. Of 
the entire group giving an answer to the question regarding the use of job 
descriptions for foremen, slightly less than two-thirds have set up such 
descriptions; a little more than one-third have not yet done so. Of the 
latter group, about one-fourth indicate that they are in the process of writ- 
ing job descriptions. 

The benefits to be obtained from supervisory job descriptions or speci- 
fications have a direct bearing upon such matters as selecting, training, and 
rating supervisors. In addition, descriptions facilitate the administration 
of salaries and job evaluation. Without the careful study of the duties, 
requirements, and responsibilities of supervisory jobs, it is of course dif- 
ficult to avoid salary inequalities when determining compensation for this 
group of men. 

While time limitation and costs of such a project may deter a company 



from setting up job descriptions for the supervisory group, the main deter- 
rent is the indifference or opposition of the managerial group. Without the 
interest and active cooperation of top management, job analysis will get off 
to a slow and uncertain start. 

SETTING UP A JOB DESCRIPTION. Regardless of the type of job, filling that 
job becomes considerably easier if specifications have been set down on 
paper. Generally speaking, it is easier to follow job descriptions for rank- 
and-file workers with descriptions of supervisory jobs, because it is some- 
times difficult to sell a plant superintendent on the need for supervisory 
job descriptions. However, once the method has worked for rank-and-file 
employees, and he can see the results, he is more likely to be sold on the 
need for analyzing supervisory jobs. 

Another reason for analyzing the rank-and-file jobs first is that the 
nature of a supervisor's job depends upon the nature of the jobs he must 
supervise. Thus, having jobs descriptions for an entire department helps to' 
give an over-all picture of the foreman's job. 

While supervisory jobs vary considerably, the steps generally taken in 
setting up an analysis of the foreman's job are pretty much the same through- 
out industry. Briefly, they are as follows: 

1. ACCEPTANCE — Top management must recognize and accept the need 
for the analysis. 

2. ORGANIZATION — Competent personnel must be selected to carry out 
the work and to develop a detailed plan. 

3. SECURING DATA— The job analyst and the line organization must work 
together to develop a complete picture of each position. (Empha- 
sis must be placed on the job, not the person filling it.) 

4. VERIFICATION— Data should be checked and cross-checked to make 
certain that the job is accurately described and the description 
is acceptable to the line organization. 



(22) 



5. WRITING DESCRIPTIONS— Data secured on the job must be written in 
convenient form for later use. 

6. PREPARATION OP SPECIPICATIONS— The job specifications must be 
prepared from the written description. 

7. MAINTENANCE — Allowance should be made for review of the descrip- 
tions and specifications as jobs change in content. 

As a general rule, after the project has got under way and the job ana- 
lysts have interviewed the foremen in the first group to be covered, the 
foremen write their own trial job descriptions. The department head then 
checks these descriptions, suggests changes or writes his version of the 
foreman's job. When the descriptions are rechecked, the foremen, supervisor, 
and department head should indicate approval of the description. After the 
specifications are written, all three should initial the forms so that there 
will be no question but that the descriptions have met with approval. 

Job descriptions should be reviewed at specified periods so that gradual 
changes in job content will become a matter of record. 

Following this page is an example of a job description for five types of 
supervisory jobs as set up by a company on the West Coast. 

PUBLICIZING THE FOREMAN'S JOB. One way to stress the close relationship 
between the supervisory group and management is to emphasize the importance 
of the foreman's job. There are a number of ways that this can be done, the 
most outstanding being the use of pages in the employee magazine and the dis- 
tribution of special bulletins to the supervisory group. 

A niJmber of employee magazines not only have devoted special sections or 
pages to news about foremen and their jobs, but in some cases have published 
special "Foremen's Issues." This was an especially effective gesture during 
the war v/hen foremen were under considerable pressure to meet the ever- 
increasing demands for material to cover war production needs. An outstanding 



Bsiiibit II 



SALARY STABILIZATION PLAN 

StIPERYISORY EMPLOYEES 
STANDAED JOB DESCRIPTION 



OCCUPATIONAL CODE NUMBER: 106 



STABILIZATION TITLE: 



FOREMAN— GROUP I 



SUMMARY: 



WORK PERFORMED: 



ResponsllDle for the exercise of supervision over 
Assistant Foremen engaged in the performance of 
supervisory duties over occupations falling within 
Factory Labor Grades 16 through 12 and/or Office 
and Technical Labor Grades 14 through 11. 

Supervise the activities and personnel of a section 
within a factory department through Assistant Foremen 
in which the "A" occupational grade of the highest 
occupation supearvised falls in the Factory Labor 
Grades 16 through 12 and/or Office and Technical 
Labor Grades 14 through 11. 

Assume responsibility for the satisfactory quality 
and quantity of work of the assigned section and 
cooperate and coordinate work with other sections 
for the purpose of efficient operation. 

May be responsible for the supervision of an entire 
factory department wher® the size and scope of opera- 
tions do not require an additional level of super- 
vision. 

Interpret instructions and company policies to 
Assistant Foremen and employees. 

Be responsible for the flow of production through 
the section and suggest procedures and methods for 
greater efficiency. 

Be responsible for all schedules established for the 
section and direct the maintenance of a well-trained 
and adequate force. 

Assume the responsibility for the control of depart- 
mental expense, discipline, safety, good housekeeping 
and the maintenance of equipment within assigned 
section. 



Interpret for Assistant Foremen such information as 
specifications, handbooks, engineering drawings, etc. 

Responsible to the General Foreman for the efficient 
functioning of the assigned section. 

(Over) 



SALARY STABILIZAIION PLAN 

SUPERVISORY EMPLOYEES 
STAHDAED JOB DESCRIPTION 



OCCDPAIIONAL CODE NO. : 107 



STABILIZATION TITLE: 



FOREMAN—GROUP II 



SUMMARY: Responsible for the exercise of supervision over 
Assistant Foremen engaged in the performance of 
supervisory duties over occupations falling within 
Factory Labor Grades XI and X and/or Office and 
Technical Labor Grades X and IX. 

WORE PERFORMED: Supervise the activities and personnel of a section 

within a factory department through Assistant Foremen 
in which the "A" occupational grade of the highest 
occupation supervised falls in Factory Labor Grades 
XI and X and/or Office and Technical Labor Grades 
X and IX. 

Assume responsibility for the satisfactory quality 
and quantity of work of the assigned section and 
cooperate and coordinate work with other sections 
for the purpose of efficient operation. 

May be responsible for the supervision of an entire 
factory department where the size and scope of opera- 
tions do not require an additional level of super- 
vision. 

Interpret instructions and company policies to 
Assistant Foremen and employees. 

Be responsible for the flow of production through 
the section and suggest procedures and methods for 
greater efficiency. 

Be responsible for all schedules established for the 
section and direct the maintenance of a well-trained 
and adequate force. 

Assume the responsibility for the control of depart- 
mental expense, discipline, safety, good housekeeping 
and the maintenance of equipment within assigned 
section. 



Interpret for Assistant Foremen such information as 
specifications, handbooks, engineering drawings, etc, 

Responsible to the General Foreman for the efficient 
functioning of the assigned section. 



SALARY STABILIZATION PLAN 

SUPERVISORY EMPLOYEES 
STANDARD JOB DESCRIPTIOU 



OCCUPATIONAL CODE ITO.: 108 

STABILIZATION TITLE: FOREMAN— GROUP III 



SUMMARY: 



WORK PERFORMED: 



Responsible for the exercise of supervision over 
Assistant Foremen engaged in the performance of 
supervisory duties over occupations falling within 
Factory Labor Grades IX through YI and/or Office and 
Technical Labor Grades VIII and VII. 

Supervise the activities and personnel of a section 
within a factory department through Assistant Foremen 
in which the "A" occupational grade of the highest 
occupation supervised falls in Factory Labor Grades 
IX through VI and/or Office and Technical Labor 
Grades VIII and VII. 

Assume responsibility for the satisfactory quality 
and q_uazLtity of vrork of the assigned section and 
cooperate and coordinate worlc with other sections 
for the purpose of efficient operation. 

May be responsible for the supervision of an entire 
factory department wher® the size and scope of opera- 
tions do not require an additional level of super- 
vision. 

Interpret instructions and company policies to 
Assistant Foremen and employees. 

Be responsible for the flow of production through 
the section and suggest procedures and methods for 
greater efficiency. 

Be responsible for all schedules established for the 
section and direct the maintenance of a well-trained 
and adequate force . 

Assume the responsibility for the control of depart- 
mental expense, discipline, safety, good housekeeping 
and the maintenance of equipment within assigned 
section. 

Interpret for Assistant Foremen such information as 
specifications, handbooks, engineering drawings, etc. 

Responsible to the General Foreman for the efficient 
functioning of the assigned section. 

(Over) 



SALARY STABILIZATION PLAH 

SUPERVISORY EMPLOYEES- 
SOIANDAED JOB DESCRIPIION 



OCCUPATIONAL CODE NUMBER: 109 

STABILIZATION TITLE: FOREMAN— GROUP IV 

SUMMARY: Responsible for the exercise of supervision over' 
Assistaxit Foremen engaged in the performance of 
supervisory duties over occupations falling within 
Factory Labor Grades V through III and/or Office 
and Technical Labor Grades VI and V. 

WORK PBRPOPMED: Supervise the activities and personnel of a section 

v/ithin a factory department through Assistant Foremen 
in which the "A" occupational grade of the highest 
occupation supervised falls in Factory Labor Grades 
V through III and/or Office and Technical Labor 
Grades VI and V. 

Assume responsibility for the satisfactory q^uality 
and q_uantity of work of the assigned section and 
cooperate and coordinate work with other sections 
for the purpose of efficient operation. 

May be responsible for the supervision of an entire 
factory department wher* the size and scope of opera- 
tions do not require an additional level of super- 
vision. 

Interpret instructions and company policies to 
Assistant Foremen and employees. 

Be responsible for the flow of production through 
the section and suggest procedures and methods for 
greater efficiency. 

Be responsible for all schedules established for the 
section and direct the maintenance of a well-trained 
and adequate force. 

Assume the responsibility for the control of depart- 
mental expense, discipline, safety, good housekeeping 
and the maintenance of equipment within assi^ed 
section. 

' Interpret for Assistant Foremen such information as 
specifications, handbooks, engineering drawings, etc. 

Responsible to the General Foreman for the efficient 
functioning of the assigned section. 



SALARY STABILIZATION PLAN 

SUPERVISORY EMPLOYEES 
STAHDAED JOB DESCRIPTION 



OCCUPATIONAL CODE ITOMBER: 110 
STABILIZATION TITLE: FOREMAN— GROUP Y 



SUMMARY: 



WORK PERFORMED: 



Responsible for the exercise of supervision over 
Assistant Foremen engaged in the performance of 
supervisory duties over occupations falling within 
Factory Labor Grades II and I and/or Office and 
Technical Labor Grade lY. 

Supervise the activities and personnel of a section 
within a factory department through Assistant Foremen 
in which the "A" occupational grade of the highest 
occupation supervised falls in Factory Labor Grades 
II and I and/or Office and Technical Labor Grade lY. 

Assume responsibility for the satisfactory quality 
and quantity of work of the assigned section and 
cooperate and coordinate work with other sections 
for the purpose of efficient operation. 

May be responsible for the supervision of an entire 
factory department where the size and scope of opera- 
tions do not require an additional level of super- 
vision. 

Interpret instructions and company policies to 
Assistant Foremen and employees. 

Be responsible for the flow of production through 
the section and suggest procedures and methods for 
greater efficiency. 

Be responsible for all schedules established for the 
section and direct the maintenance of a well-trained 
and adequate force. 

Assume the responsibility for the control of depart- 
mental expense, discipline, safety, good housekeeping 
and the maintenance of equipment within assigned 
section. 

Interpret for Assistant Foremen such information as 
specifications, handbooks, engineering drawings, etc. 

Responsible to the General Foreman for the efficient 
functioning of the assigned section. 



(23) 



ezample of this type of publication was the special "ForemerL's Issue" of 

"The Beam," published for employees of Sylvania Electric Products, Inc. The 

issue was lavish in its use of photographs and gave well-deserved credit to 

the whole supervisory group for doing a good Job. Foremen could not help but 

have a feeling of pride as they leafed through the pages of this issue. 

The special bulletin published just for the supervisory group is also 

valuable in that it singles out the entire group to receive information from 

top management. Notice in the following brief excerpt from a bulletin for 

foremen how the members of this group are specifically recognized as part of 

management i 

There are a number of facts about Thursday's election that are 
important for all management representatives to have in mind. 

Another method of indicating that the foremen are part of the management 
staff is to include the word "management" in the bulletin's title as shown in 
the reproduction of supervisory bulletin titles on the nest page. 

Since many of these bulletins are largely concerned with news about the 
company's activities, there may be some preference for using the title, "News 
Bulletins." In this case, it is advisable to have the bulletins prepared 
under the factory manager's direction and sent out over his signature. Such 
bulletins will be largely devoted to items of specific interest about imme- 
diate or future changes in company policies or plans under consideration. 

In some cases where It is not feasible to issue special bulletins for 
the supervisory group, companies have found it advisable to extend the circu- 
lation of the general executive bulletins to foremen and supervisoi^. This 
action, of course, automatically includes them in the management group and 
satisfies their need for proper recognition from top management. 

In addition to space in the employee magazine and the issuance of spe- 
cial management bulletins to the supervisory group, the foreman can be 



Issued by Hudson Motor Car Co. 



for tkll tUtmlfti tf 



C0mp0»y MtMftmtnt 



>^>^"\ infflRmflTion fOR txtcuiivts 



8 No. 1*6 



BRIGGS MANUFACTURING COMPANY 

MANAGEMENT POLICY 

BULLETIN 



TOAttSUreiVlsORs AND FOREMEN 



Three examples of headings used for foremen's and supervisors' bulletins 
The top two are in black and white; the third is in color. 



(24) 



singled out from the rank-and-file workers by such considerations as having 
him present when time studies are made; Including his name in the company's 
special telephone list; placing a name plate on his desk; providing space for 
his car in the special parking area for the management group, and so forth. 

Naturally, such gestures do not in themselves give the foreman manage- 
ment status — and no one assumes that they do. Nevertheless, these little, 
seemingly unimportant gestures do single out the foreman from the rest of the 
workers and make him feel as important as others on the management staff. 

For years, management engineers have pointed out the fact that men are 
interested in more than wages. They want recognition, the respect of their 
fellow workers, and the chance to hecome important. Thus, these little 
gestures satisfy that inner urge by publicizing the importance of the fore- 
man's job. It's good psychology'. 

FLAMING THE TRAINING PROGRAM. Training foremen is actually not so much a 
matter of training as it is developing them to accept responsibility and to 
assume leadership. Of course, in some instances, foremen do need an actual 
course of training in the fundamentals of their Jobs. But, by and large, 
most foremen have received much of this training in fundamentals before they 
are promoted to foremen's Jobs. What they need more than anything else is 
help in the development of their personalities. 

Before an attempt is made to set up a special training program, manage- 
ment will find it advisable to consider the various fields in which foremen 
reg_uire either information or self-inrprovement . By breaking down the duties 
of a foreman into specific categories, the Job becomes a little easier to 
assess. His Job will, of course, vary from company to company and plant to 
plant, but the main categories are usually as follows: 



(25) 



Personnel Functions Production Schedules 

Human Relations Quality Control 

Working Conditions Cost Control 

Materials and Supplies Machines and Tools 

Records and Reports Manufacturing Methods 

Of course, each of these categories must he broken down into sub-groups. 

For example, the breakdown of the category, "Production Schedules," would be 

approximately as follows: 

Study of blueprints, specifications, schedules. 

Interpretation of production schedules. 

Laying plans to meet schedules. 

Daily plan of the section's work. 

Putting the schedules into operation. 

Planning for emergencies. 

Checking on progress. 

Planning to meet shipping schedules. 

Execution of instructions from management. 

Recommending layout changes. 

Combining orders to reduce setups. 

Among the other categories, some may be broken down into fewer divi- 
sions. For instance, "Working Conditions" may include only four or five 
divisions such as: Elimination of work hazards, provision for observance of 
safety rules and regulations, investigation of accidents, maintenance of 
wholesome working conditions. 

On the other hand, the category, 'Tersonnel Functions," may easily 
include more than 50 divisions. Under this heading would come such matters 
as the maintainance of discipline, control of overtime, training new workers, 
interpreting company policies to workers, adjusting complaints, securing 
cooperation, following up workers on the job, and so forth. 

FOREMAN'S RELATIONS WITH WORKERS. Since the foreman's relationship with 
workers is by far the most exacting and difficult of his duties, it is easy 
to understand why there are so many requests from foremen for more and better 
training programs in human relations. 



(26) 



The q_uestions commonly asked by foremen about employee relations include: 

What can be done to get employees to work together cooperatively? 

What is the best way to praise the worker? 

What is the best way to discipline him? 

What can be done to stimulate workers' enthusiasm? 

How can I develop leadership qualities? 

Since foremen must be able to handle human beings as well as eq_uipment 
and supplies, they should be supplied with helpful information on all phases 
of human relations. The foreman who may know everything from A to Z about 
getting the Job done so far as machines, methods, and eq.uipment are concerned 
may easily be baffled by friction among his workers, by complaints, lack of 
interest in the work, and similar matters, all of which eventually add up to 
one result — loss of production. Conseq_uently any program set up for develop- 
ing and training foremen, should set aside considerable time for the study of 
the human element in production. 

Because of the tremendous interest in this phase of training today, con- 
tributors to this survey were asked specifically what efforts are being made 
to help the foreman handle the human relations part of his Job more effi- 
ciently. The answers to this question indicate that more and more companies 
are making an honest-to-goodness effort to develop this part of their over- 
all training programs for foremen. 

Among the answers that show how special attention is being paid to this 

part of the foreman's Job are the following: 

A SHIPBUILDING COMPANY— We hold special conferences with foremen at 
which these subjects have been discussed: Morale — how to develop 
it; understanding people; getting along with the man above; co- 
operation with fellow workers; developing personality; courtesy; 
how to analyze and understand people. 

ALDENS, INC. — Regular classes which are held in modem supervisory 
techniq_ues, include sessions in human relations, handling griev- 
ances, etc. 

EASTERN MANUFACTURER— Human relations sessions cover such subjects 
as, "How to Make a Reprimand Pay Off"; "How to Handle Grievances"; 
"Praise, It Pays." 



(27) 



A FLOOR COVERIIG FIRM — At present we are developing quite an exten- 
sive program of training in human relations which should go into 
operation in 1949. We are now in the process of preparing a number 
of sound-slidefilms for use in this program which we expect to be 
much more effective than anything we have done so far. 

MNUFACTDRER OF PEARMACEUTICAIS— Special training courses on an in- 
plant basis and by special groups hired on the outside. 

A LARGE OIL COIIPAMY — In addition to giving all new foremen special 
training in which the human relations factor is emphasized, exten- 
sive training is given higher management to show members of this 
group how to aid foremen in this respect. 

A FOOD MAMJFACTURER— In the past, training programs did not include 
much on human relations. The new progrsim, however, gives elaborate 
attention to this phase of the foreman's job. 

HEAVY INDUSTRY EQUIPMENT— Systematic studies on human behavior and 
methods of dealing with different types of workers are discussed in 
weekly conferences with foremen. 

BUSINESS EQUIPMENT HiANUPACTURER— Foremen are developed through indi- 
vidual conferences, group conferences (discussion) and counseling 
on employee-foreman problems. 

A BEVERAGE FIRM — Training director holds regular conferences with 
foremen. A course in elementary psychology (applied) is being given 
in Eua attempt to improve foremen's understanding of human relations. 

ELECTRIC APPLIANCE MANUFACTURER— Special courses are augmented by 
group and personal conferences. Courses in human relations are also 
given in addition to testing, followed by personal conferences with 
a qualified industrial psychologist. 

AGRICULTURAL nCPLEIffiNT COr.CANY--Company sponsors university exten- 
sion courses in psychology. 

BUSINESS EQUIPMENT MANUFACTURER— Each foreman's interests, capaci- 
ties and temperament traits and attitudes have been inventoried. 
Individual conferences are arranged between the foreman and the 
personnel manager or supervisor of testing and training. The lat- 
ter' s functions include individual counseling. 

MANUFACTURER OP PHARMACEUTICALS— Conferences in human relations. 
A psychological consultant's services are also available. 

HEAVY INDUSTRY EQUIPLCENT— Handled by means of special conferences 
which include role-playing and case problems . 

Even a cursory examination will indicate that there is considerable 

variation in the methods used to train foremen in handling human relations on 



im 



the job. Methods range from the simple procedure of having the personnel 
manager check with the foreman when his workers "get out of hand," to more 
elahorate procedures involving the use of an industrial psychologist. There 
is every indication that more time and money will be spent in the future on 
this phase of supervisory training. 

HOW CESSNA AIRCRAFT DEVELOPED LEADERSHIP. During the war when employees and 



supervisors had to be trained almost over night for the big wartime produc- 
tion job, the Cessna Aircraft Company released a booklet entitled, "How to 
Win Workers." Planned for the supervisory group, this little booklet is, 
with minor changes, still effective in giving Cessna foreman the fundamentals 
of handling people. While many manuals for supervisors include such material 
in their pages, this is one of the few (if not the only) booklets entirely 
devoted to the subject. 

The following excerpt from the foreword to "How to Win Workers" shows 
how the human relations factor in supervision is emphasized: 

Three-fourths of your job lies in the field of human relations. We 
are largely solving our technical problems of production, but the 
human side of business becomes increasingly important each passing day. 

Today, we are selecting group leaders for their ability to manage 
people and understand human relations as well as for their techni- 
cal skill. Group leaders must become more and more personnel con- 
scious and skilled in the techniques of handling people. 

Some of the suggestions contained in "How to Win Workers" appears in the 

folloTidjig pages. 

DISCIPLINE PROCEDURE. When a reprimand is improperly given by a foreman, it 
can often have disastrous results so far as the morale of his workers is con- 
cerned. And, because he lacks training in discipline procedures, his atti- 
tude toward the problem may be exactly what holds him back from becoming a 
leader of his group. Cessna Aircraft, keenly aware of this danger to 




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(29) 



employee morale, devoted considerable space to tlie art of giving a reprimand 
in the booklet described in the preceding paragrapiis. 

Nearly every training director finds it a difficult problem to explain 
how to handle discipline cases properly. This is not too surprising, for 
most supervisors have developed the habit of handling such cases in much the 
same manner as they have been handled by their superiors. Unfortunately, 
many executives have not been properly trained in handling employee relations 
and have used (and still are using) such unsound methods of discipline as 
"bawling out" workers in public or waiting to reprimand a worker until he, 
the executive, is "boiling mad." 

Since the foreman as both a worker and a supervisor has been handled in 
this manner, it is but natural for him to assume similar habits of discipline 
without q_ue3tion. The problem is to teach him better methods of handling 
workers as soon as he becomes a foreman and before he has become "set" in the 
use of incorrect habits of discipline. 

Another error in handling discipline is the use of sarcasm. This habit 
is more common than one might suppose, for it is a habit that is likely to be 
overlooked when checking into the relationship between supervisor and worker. 
The foremaiL must learn that this is one of the "deadly sins" in handling em- 
ployees. He must understand that the main reason he uses sarcasm in disci- 
plining workers is to up his own ego. Once he realizes the reason for the 
habit, he will understand how it deflates the ego of the worker and thus 
tends to tear down instead of build up morale. It is essential, too, for him 
to understand how the habit defeats the very purpose of discipline, which is 
to teach the worker a better way, a newer method, or a safer practice. A 
section in the Dartnell booklet, "A Short Course in Human Relations," shows 
him the importance of learning the correct method of giving reprimands. 



(30) 



Several years ago, the Armstrong Cork Company prepared a checklist of 
discipline cases. Because it was — and still is — one of the most thorough 
analyses of discipline procedure, it is reproduced on the following page. In 
making this survey, an effort was made to learn if other companies had set up 
similar checklists as an aid in supei^ision, but the returns were negative 
on this point. 

The Armstrong Cork Company's checklist is notable in that the foreman is 
encouraged to use discipline for constructive purposes wherever possible. 
Such an approach to the discipline problem tends to make the foreman "stop, 
look, and listen" before giving reprimands because it emphasizes so clearly 
the need to think about "cause and effect." 

Discipline is always one of the big problems in supervision as anyone 
can learn by sitting in on the round-table discussions of foremen in most 
companies. Their q^uestions are repeatedly directed toward actual discipline"' 
cases in their own departments and there is every indication that they need 
constant help in ironing out these day-to-day problems. It is especially 
important, therefore, that some of the training periods are given over to the 
study of discipline problems and that the supervisory group is given some 
sort of guide or pattern to follow in handling these cases, 

TRAINING BY MEANS OP COMMITTEES. The method of training foremen in use in 

the main plant of a national organization is described as follows by the 

industrial relations director: 

Like many other organizations, we started out our foreman program 
with the "J" courses. These were followed up by the establishment 
of a conference method of training. All our foremen and office 
supervisors were segregated into four groups. One group was known 
as the Good Housekeeping and Safety Conmittee ; another as the Human 
Relations Committee; a third was the Job Methods Committee, and the 
fourth, the Employee Activities Committee. 



EXHIBIT IV 



CASES OF DISCIPLINE - A CHECK LIST 



1. HAVE I SECURED THE NECESSARY FACTS? 

A. Did the employee have an opportunity to tell fully 
his side of the story? 

B. Did I check the employee's immediate supervisor? 

C. Did I investigate all other sources of information? 

• D. Did I hold my interviews privately so as to avoid 
embarrassing the interested employee or employees? 

E. Did I exert every possible effort to verify the 
information? 

F. Did I check the employee's personnel folder to 
look at his past record? 

2. HAVE I CONSIDERED ALL THE FACTS IN DECIDING UPON 
THE DISCIPLINARY MEASURE? 

A. Have I found out what has been done in similar 
cases in my department? 

B. Have I found out what has been done in similar 
cases in other departments? 

C. Have I shown any discrimination toward an 
individual or group? 

D. Have I let personalities affect my decision? 

E. Does the measure fit the violation? 

F. Will the measure prevent a recurrence? 

G. Will the measure maintain morale? 

H. Will the measure encourage the employee's 
initiative? 

I. Will the measure create a desire on the part 
of the employee to do what is right? 



(over) 



3. 
4. 


J- 

HAVE I A 
MANNER? 

A. 
8. 

C. 

D. 
E. 

HAVE I 

A. 

B. 
C. 
D. 
E. 


Have I checked this decision with my immediate . 


DMINISTERED THE CORRECTIVE MEASURE IN THE PROPER 

Did I consider whether it should be done individ- 
ual 1y or <-n1 lert ivp 1y^ 


.An I prepared to explain to the employee why the 


1. The effect of the violation on the 
Company, fellow-employees and himself. 

2. To help him improve his efficiency and 
also that of the department. 

Am I prepared to tell him how he can prevent a 


Am I prepared to deal with any resentment he 
mi pht sh"" ? 


Have I filled out a Personnel Folder Memo to be 
s i [jned by th*^ ^mpl i^y '=''=>? 


MADE THE NECESSARY FOLLOW-UP? 

Has the measure had the desired effect on the 

pmplnvee^ 


Have I done everything possible to overcome any 
resentment? ,. . 


Is the employee convinced that the action was 

for h i <; hp«;t interest? ._ 


Have I endeavored to compliment him on his good 

worW 


Has the action had the desired effects on other 

Pmp1"J'Pf= in <"hP dppartment' 


^ 



(Courtesy of the Armstrong Cork Company] 



im 



The subjects assigned these committees served primarily as a "thought 
starter" and all of the committees discussed all of the subjects 
referring their conclusions to the proper committee. 

Memhership on these conmittees was rotated every 3 months, the com- 
mittees meeting once a week. The chairman and secretary of each 
committee (who were foremen) comprised the membership of what we 
called our Policy Committee. These members met once each week with 
the works manager and were privileged to discuss with him any sub- 
ject under the sun. A representative of the personnel department 
acted as discussion leader for each of the committees and served as 
liaison man. Two or three days before the Policy Committee was to 
meet with the works manager, a "docket" was placed on his desk so 
that he would be advised in advance of the subjects to be discussed. 
In this manner, questions were channeled up through the Policy Com- 
mittee and the answers came back the same way to the foremen. The 
raeult was quite effective. 

Another plan has now been started which seems to be working out 
quite well, although it is a bit early to say definitely. The pres- 
ent series of conferences is the outgrowth of the installation of a 
time-study program. All of the foremen and the union stewards are 
participating in these conferences, each steward attending the same 
conference that his foreman attends. The groups are held to a 
maximum of about 15 and meet once a week for about E hours. While 
the primary subject for discussion is time study, there is really 
no limit to the things that may be talked about. The stewards and 
foremen may bring up any subject they wish. This was a matter for 
some concern at the outset, as we were afraid we might find our 
groups involved in a lot of controversial issues. However, this 
has not been the case and we have been quite impressed with the 
intelligence of the stewards and their capacity for discussing 
management problems. 



ALDMS' TRAINING TECHNIQUE. The philosophy behind the training program for 
supervisors set up at Aldens, Inc., Chicago, was clearly defined in an 
address made by Jack C. Staehle, Director of Industrial Relations, before the 
Chicago Association of Conmerce and Industry, December 1948. The following 
excerpts from this talk indicate how Aldens' executives are taught to develop 
latent ability in others — and themselves: 

1. Give credit, appreciation and encouragement daily. 

2. Before making changes discuss the changes with those who will 
be affected. 

3- Let others try out their own ideas. 
. 4. listen. Don't always talk. You only learn and inspire others 
when you listen. 



(32) 



5. Respect the otlier meji's idiosyncracies as you ezpect others to 
respect yours. 

6. Cut red tape. 

7. Give — even if it is only your time to help others, 

8. Look successful. Be alive. 

9. Get and give all the facts. 

10. Know every employee by his first and last name, his education, 
his hohhy, and a few of his personal problems. 

11. Don't make changes too quickly. Human nature rebels at drastic 
changes . 

IE. Be gracious. Never give in grudgingly. If you cannot do a 
thing graciously, don't do it at all. 

13. Keep an open mind. 

14, Be a showman. Be dramatic In your presentation. Everybody 
loves a good performance. Business is dramatic, it's inspira- 
tional, it's alive, it's wonderful. Let's set the pace so that 
others will want to take our places as we move up and on. 

This is, of course, but one phase of what is a thoroughgoing training 

program for supervisors. Bulletins are issued weekly to keep the supervisory 

group informed; the supervisor's job is clearly defined by means of a written 

job description; training courses are given in modem supervisory techniques; 

supervisors are rated at regular intervals; weekly meetings are used for 

additional instruction, and various types of visual aids have been added to 

modernize the training technique. Aldens has also prepared a special booklet 

entitled, "For Executives," which covers the duties and responsibilities of 

supervisors, managers, and other executives responsible for supervising 

enjployees. 

IHE ARMSTRONG CORK COMPANY'S PROGRAM. A great deal of thought has been given 
to the foremen training program by the Armstrong Cork Company with the result 
that a plan has been devised not just for the present, but with long-range 
policies and goals in mind. 

The basic approach to the whole plan is presented in a booklet entitled, 
"The Supervisory Six," which describes and illustrates the main features of 
the plan. Among these features is an analysis of the supervisor's position 
today which, briefly, is described as follows: 



(33) 



It is generally agreed ttiat supervisors must take the place of the 
manager-owner of yesterday in relationships with employees. They 
cannot do so effectively, however, without adequate preparation and 
personal development. In a company such as ours it is no simple 
assignment with approximately S.OOO supervisors, wide geographical 
distribution of company operation, and limited time at our disposal 
— yet the continued existence of the oi^anization depends in large 
measure on the successful carrying of responsibilities by those in 
supervisory positions. 

There follows a description of how definite tools for developing super- 
visors have evolved throughout years of experience and how these tools or 
media have become known as "The Supervisory Six." "These six media," the 
booklet states, "can be used for any supervisor, in office or factory, in 
line or staff, and at any level." 

The first of "The Supervisory Six" is known as "The Position Specifica- 
tion." The Armstrong Position Specifications include the general and spe- 
cific responsibilities of the position. They have been prepared from de- 
scriptions furnished by the supervisor concerned, and are reviewed by the 
supervisor's immediate superiors. Because they have been written so that 
they permit broad opportunity for the full development of the individual, the 
descriptions are in no sense restrictive. A specimen copy of the type of 
form used will be found on the following page . 

The second tool is the "Degree of Authority Procedure." This makes it 
possible to define relationships between the supervisor and his superior — the 
designation of authority accompanying assigned responsibilities. 

The "Supervisor's Performance Report" is the third tool in this group of 
six. The performance report presents on one summary sheet the record of per- 
formance of the major responsibilities of the supervisor and serves as a 
guide to correct allotments of supervisory time and attention. 

The fourth tool is the "Review of Service" plan which consists of two 
steps: (1) The analysis of performance and plan of development, and (2) a 



Exhibit V 
ARMSTRONG CORK COMPANY p« No. 

Date 

POSITION SPECIFICATION 

Position Title Shift Foreman Shift Foreman 

Title immed. Supvr. General Foreman Dcpt. or Div. Bldgo Mtls. 

Dept. Finishing Di»t- off. Sec. Production 

or Plant 

General 

Be responsible to the General Foreman for the operation of the Finishing 
Department on any one shift* 



Specific 



1. Be responsible to the General Foreman for the supervision on a shift 
of approximately eighty employees engaged in the operation of the 

, the fabrication of , products. This involves the ust 

of equipment, 

2. Assist in the selection and training of employees, rate employees, make 
recommendations for the transfer, promotions and release of employees 
and handle grievances with employees and Union representatives, 

3. Assign employees to jobs in accordance with schedules and be responsible 
for adjusting such assignments when necessary as the result of breakdowns, 
emergencies or absences. 

4.. Be responsible for maintaining production in accordance with manufacturing 
specifications and standard costs, 

5. Assign loose equipment and tools, 

6. Request repairs when necessary and suggest measures for future maintenance 
work, 

7. Observe and enforce good housekeeping and safety practices, 

8. Review customer complaints and recommend procedures to improve quality, 

9. Cooperate with Department to secure the most efficient operation, 

10, Check and review production reports to insure the accuracy of their 
preparation. Check and code the time records including employees' 
time cards and labor reports. Check raw material usages. 

11, Be responsible for the storage of in-process material according, to plvi, 

12, Attend departmental meetings to discuss problems and make suggestions 
for improvements, 

13, Perform various related duties that are required and assigned. 



Form •4624 5-47 



(34) 



discussion of the analysis and plan by the individual and his immediate 
superior. This is not the usual type of merit rating plan, but rather a plan 
which emphasizes constructive analysis and development. In addition, the 
plan assists the immediate superior to determine better the methods of ap- 
proach in dealing with the individual supervisors for maximum guidance. 

The fifth tool, "Individual Training Plans Procedure," is based on the 
needs of the individual supervisor determined by means of the "Review of Ser- 
vice." The philosophy behind the Armstrong Cork Company's individual training 
plan is well expressed in the following excerpt taken from the booklet: 

All training, regardless of methods employed, must provide assist- 
ance to meet the needs of individual supervisors. Unfortunately, 
the term "training" to many signifies formal, group programs, and 
the informal day-by-day opportunities for individual assistance are 
not fully utilized. 

Although these training procedures are individually set up, there is 
nothing hlt-or-miss about the program. Instead, it is prepared in definite 
schedule form. To quote again from the booklet, "The superior with this type 
of schedule has a clear picture of all training to be given to meet both 
long- and short-term needs." 

The final or sixth tool in the program is the "Personnel Polder," which 

serves as an inventory of the people available for placement on the basis of 

need, and as the basis for planning individual development. Included in the 

folder are the following: 

Application Reviews of Service 

Employment Record Suggestion Records 

Report of Trial Employment Reports of Transfer and Termination 

Also included are copies of important memoranda, and other data in con- 
nection with the individual employee. The responsibility for accumulating "* 
much of the continuing record after the employment date rests with the de- 



(35) 



partment head. In order to provide the greatest flezlhility and use, certain 

items may be maintained in the respective departments. 

In summing up this progrsim, the booklet states: 

The important thing is the attainment of the desired "end results" 
— men properly placed and developed to their maximum usefulness both 
to themselves and the company. Partial attainment of the goal is 
worth striving for; full attainment is the ideal. The six steps 
presented will be found practical and helpful in achieving the 
objective. If, however, modification of any of the procedures set 
forth is felt to be more effective and workable, then by all means, 
such modification or adaptation should be made. The specific pro- 
cedure applied should be tailored to the individual sitixation. 
Results are of primary importance; procedure is secondary. 

Group methods designed to supplement the six individual methods de- 
scribed in the preceding pages include: 

Production Management Courses Home Office Visits 

Conferences and Special Courses High School and College Courses 

The high school and college courses are general educational courses 
selected to meet specific needs and may be given on an in-plant basis. 

It is emphasized throughout the booklet that the most important idea 
behind the program is the determination of the specific needs of units of the 
organization and the individuals comprising it. In fact, the emphasis upon 
the individual's needs is the keystone of the entire training and development 
program. 

The Armstrong Supervisory Training Methods chart reproduced on the fol- 
lowing page indicates the manner in which the individual and group training 
methods are related. 

THE RAILWAY EXPRESS AGENCY'S PROGRAM. For many years, the Railway Express 
Agency has had a well-organized program for its many supervisors. The 1948 
training program included among other activities several different approaches 
to supervisory training which are of special interest. Briefly, the outline 
of the program set up at the beginning of 1946 is as follows: 



Exhibit VI 



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(36) 



The supervisory conferences will be continued as scheduled, but the 
name of the publication, "Supervisory Conference Program," will be 
changed to "Supervisory Training Program" with the February 1948 
issue. The present style will be continued, that is, dealing with 
one subject in a concise but thorough manner, v/ith the aid of 
illustrations. 

In addition, a 5" z 3" card entitled "Supervisor's Check List," 
will accompany each monthly program. This will contain a memorandum 
of all items covered in the particular program, and is to be carried 
as a reminder to the supervisor for on-the-job training of his em- 
employees. All the items pertaining to the subject covered in the 
current supervisory training program are to be checked with employ- 
ees and corrective action taken where irregularities or improper 
practices are noted. 

AxL index of the contents of all previous issues of the training bul- 
letins and supervisory conference programs since the start of the 
training program has been printed and will be distributed to all 
officials and supervisory employees with the February 1348 Super- 
visory Training Program — Wo. 1. It contains over 800 entries 
(cross-indezed) to simplify the location of any subject; and the 
complete file of Training Bulletins and Supervisory Conference Pro- 
grams will make an ezcellent reference guide. 

It is planned to provide sound- slidefilms to be shown to employees 
at offices where regularly scheduled conferences are held. The 
films will cover subjects dealing with service improvement, safety, 
loss and damage prevention and public relations. They will be 
placed on itinerary together with projection machines and the sched- 
ule will be arranged by the district managers. 

Suggestions concerning work simplification methods that do not 
violate any rales and instinictions will be encouraged to a greater 
degree throughout the training program. 

All new employees and former employees returning to service must be 
given the induction training prescribed in Training Bulletin No. 2 
(revised). This also applies to employees assigned to another posi- 
tion where the work is different and requires additional or specific 
training. 

Following are some of the features now in the process of development 
which we contemplate will be made a part of the training program 
this year: 

1. Rating new employees by supervision during the indoctrination 
period. 

2. A plan to rate all types of employees at regular periods in 
character traits and perf ormEinoe . 

3. "Supervisor's Guide for Loss and Damage Prevention," soon to 
be completed and considered for approval. 



I37i 



The purpose of this training program is to perfect employee per- 
formance and improve our service to the public. To attain these 
objectives all material must be studied and thoroughly understood 
by each supervisor, then conveyed to the employees for practical 
application on the job under his direction. 

During 1948 some training in handling h"aman relations was given all 
supervisors, but in 1949 this part of the training program is being extended 
considerably. One of the interesting methods of checking on a new super- 
pervisor's fitness for the job of supervision is the trial period in the 
supervisory group. Before being appointed to a supervisory position, the new 
man is given a trial as an acting or substitute supervisor. His ability to 
get along v/ith others, his tact, determination and resourcefulness in this 
trial period indicate his readiness for the job of supervision. 

Railway espress supervisors are provided with a policy manual, receive 
semimonthly management letters, and graphs, charts, slides, and sound-slide- 
films are all- used in the training program. All supervisors as well as fore- 
men are included in the company's training program. 

FOREMAN TRAINING AT THE THOR CORPORATION. As indicated throughout this 
report, one of the best ways to improve supervision is to have the interest 
and backing of top management. The supervisory training program recently set 
up at the Thor Corporation, Cicero, Illinois, couldn't have got off to a bet- 
ter start, for from the very beginning, it had the full cooperation and 
backing of the chairman of the board. 

The industrial relations director hired to direct the new program of 
employee relations for the company fully realized that the key to any real 
improvement in employee relations was the supervisory group. Since Thor had 
no training department at the time, it was decided to call in an outside 
management engineering firm* to look over the job. The result was a full- 

*John A. Fatten Management Engineers, Chicago 



(38) 



fledged training program for ttie supervisory groups in the company's Toronto, 
Canada, Bloomington and Cicero, Illinois, plants. The training program set 
up for these three plants was composed of three distinct courses: 

1. Job Requirements and Instruction 

2. Management -Worker Relations 

3. Methods Improvement 

The Cicero plant with its 2,000 employees and 80 foremen and supervi- 
sors, was the first to he brought under the training program. The trainees 
in the supervisory group were divided into groups of 10 because the confer- 
ence method was to be used in training. As a general rule, employees are 
inclined to b® somewhat suspicious of outside management groups, so before 
the covirse was begun, top management explained to the foremen that the pro- 
gram was in reality the company's own idea and own project which it had hired 
the engineers to install. Once the men knew top management was wholehearted- 
ly behind the training program, any distrust gave way to interest. 

Each course required seven 2-hour sessions, the conferences being held 
in a room in the plant especially set aside for that purpose. The outlines of 
the three courses and what they were intended to acconrplish are given below: 
I— JOB REQUIREMENTS AM) INSTRUCTION 

Supervisory skills developed: 

1. Planning training to meet job requirements by the use of a train- 
ing time table, directed at decreasing turnover and absenteeism, 
improving individual performance, meeting work quotas, and pre- 
paring for anticipated increases in the work load. 

2. Organizing training by the use of a job break-down wherein the 
important steps of a unit of instruction, and the key points per- 
taining thereto, are emphasized clearly and in proper sequence. 

3. Getting job knowledge across to an employee by the use of four 
steps of instruction covering: (1) Preparing the learner to re- 
ceive instruction, (2) presenting the unit to be learned, (3) 
trying out the learner's grasp, and (4) follow up on the train- 
ing doae. 

(Instructional forms and guides used in this program included: 
Problem list, time table, break-down, four-step guide, and films.) 



(39) 



What this training does for the supervisor and top management: 

1. Reduces employee break- in time. 

2. Reduces equipment damage or hreaksge. 

3. Reduces rework, or scrap. 

4. Reduces delays - 

5. Reduces absenteeism and turnover. 

6. Reduces clerical errors. 

7. Identifies employees for upgradping. 

8. Promotes respect for safety rules. 

9. Improves inter- and departmental relationships. 
10. Builds work interest and enthusiasm. 

II— MMAGEMEWT-WORKER RELAIIONS 

Supervisory skills developed: 

1. A workable imderstanding of the foundations of good relations to 
prevent problems from arising. 

2. A four-step procedure for handling relations problems occurring on 
the Job, to solve such problems while they are small. 

(Instructional forms and guides used in this program include: 
Problem list, work sheet, four-step guide, and films.) 

What this training does for the supervisor and top management: 

1. Improves relations between management, supervisors, workers, and 
stewards. 

2. Improves workers' attitude toward management. 

3. Saves time because of fewer grievances. 

4. Increases supervisors' self-confidence and leadership. 

5. Expedites workers' understanding and acceptance of company policies 
and rules. 

6. Reduces absenteeism and turnover. 

HI—METHODS IMPR07E1EM! 

Supervisory skills developed: 

1. An alertness and ability to improve work methods by: Analyzing the 
present method; questioning each detail of the present method; de- 
veloping and proposing the new method; and applying the new method. 

(Instructional form and guides used in this program include: Plow 
diagram — old method; flow diagram — new method; flow process chart — 
old method; flow process chart — new method; proposal; four-step 
guide; charts of program; films. 

What this training does for the supervisor and top management: 

1. Eliminates waste of time and motion. 

2. Eliminates waste of materials, machinery, and equipment. 



140) 



3. Improves safety. 

4. Helps eliminate bottlenecks. 

5. Promote job-consciousness. 

6. Places responsibility for improving methods upon supervisors. 

7. Enables management to spot supervisory talent. 

8. Reduces operation and handling costs. 

Possibly one of the most interesting things about this training program 
is that it assumes that almost every foreman or supervisor can be persuaded 
to improve his thinking and methods through proper training. That the assump- 
tion was correct is indicated by the fact that since th® course has been com- 
pleted, foremen have expressed the wish to have further training. Conse- 
g_uently, management is going to continue to run refresher coiirses in all 
three of the !Chor plants. 

One tangible result from the training was the savings resulting from 
methods improvement, which has amounted to $94,086. Another tangible result 
has been the improvement in cooperation between foremen. 

Intangible results include a great reduction in absenteeism and turnover 
among eniployees. Turnover was reduced 50 per cent over a year ago and the 
absentee rate is now 3.87, which compares favorably with a national average 
of 7.5. There is no way, of course, that the reasons for a reduction in 
turnover and absenteeism can be checked, but one can readily assume that with 
improved supervision and its seq.uel, better employee morale, these results 
would naturally follow, 

EAISER-PRAZER COURSE FOR PROSPECTIVE FOREMEN. An unusual program for train- 
ing foremen is the 3-weeks' course for prospective foremen at the Kaiser- 
Prazer Willow Run plant. The prospects are taken off the assembly line and 
given the course on company time. After finishing this training, the workers 
return to their jobs knowing that eventually they will move up to foreman 
jobs as vacancies occur. The program is in keeping with the Eaiser-Prazer 
policy of promoting workers from the ranks. 



(41) 



Selection of the candidates I3 made through a careful screening process 
within each major department. Employees recommended are given aptitude tests 
and their employment records checked as well as their previous experience. 
The recommendations of their supervisors are also taken into consideration. 

The training period requires 2 hours a day during each regular shift 
over a 4-week period. Conferences cover such topics as company policies, 
organization, responsibilities of foremen, human relations and production 
prohlems. Orientation visits to other departments are included as part of 
the trainees' Instruction. 

The system was set up by the works manager to build up a reserve pool of 
q.ualified candidates who can step into supervisory jobs with a better under- 
standing of the responsibilities involved. Future classes will be held when- 
ever necessary to maintain the requisite reserve pool of candidate foremen. 

PORD MOTOR COMPANY TRAIIIEB PLAN. Another company to set up a plan under 
which all its future foremen and supervisors will be selected "from the 
ranks" is the Ford Motor Company. The plan, announced January 13, 1949, pro- 
vides for a series of 100 1-hour training sessions in management problems 
and other phases of supervisory work. 

Trainee foremen who are selected from the rank-and-file workers, must 
have the following qualifications: Apprentice, trade, or high school gradua- 
tion or the equivalent; a minimum of 3 years shop experience; satisfactory 
labor relations; good attendance and conduct records; physical condition 
meeting company medical requirements at the time of application. Also essen- 
tial is a statement of qualifications from the worker's immediate supervisor. 

The company stated that the new plan "is the only way in which any one 
can become a supervisor or foreman in the future." 



EXPERIMGE Wia!H FOREMEN TRAINING IN 115 PLAHIPS 
PART II J lEAINING METHODS 

Several programs were outlined in the preceding pages of tMs report to 
indicate the place of human relations in foremen training plans. In some 
instances, this phase has been made a major item in the program; in others, 
it is hut a small part, most of the training time being devoted to the im- 
provement of methods and instruction in job requirements. 

Needless to say, foremen need both types of training. Today, however, 
there is a tendency to place emphasis on the human relations angle. In most 
companies top management realizes that the problem of developing foremen and 
supervisors to do a better job of handling people is a difficult one. Ques- 
tions such as the following are asked again and again by management: How can 
we develop leadership qualities in our foremen? How can we give foremen the 
fundamentals of handling people? In what way can we get over to the super- 
visory group the idea that handling people is one of the most important parts 
of the job of supervision? 

Results secured in this survey indicate that most companies are ap- 
proaching this phase of training foremen by means of the discussion or round- 
table meeting. The "case method" of providing information on handling people 
is also being used by the majority of companies. In Exhibit VIT is a summary 
of the findings secured through contact with companies in a number of lines 
of business. The tabulated findings include information regarding types of 
meetings held; freq^uency of meetings; types of visual aids used; whether 
assistant foremen are included in the meetings; whether specific training is 



given conference leaders, and other information pertinent to tlie development 
of the supervisory group by the conference or meeting method. 

This summary does not Include the entire 115 plants analyzed for this 
report, but only those which provided complete information regarding the 
types of meetings or conferences used for training foremen. 

TYPES OF MEETINGS. The reader will note from this summary that the round- 
table type of meeting takes precedence today over both the "controlled" con- 
ference and the lecture tjrpe. However, round-table meetings may be — and fre- 
quently are — supplemented with one or both of the other types of meetings. 

The "controlled" conference is used mainly to present information to 
foremen which management believes they need to handle supervision properly.' 
Usually, this type of meeting has a specific purpose behind it, such as to 
decrease the accident rate, lower costs, avoid waste in production, increase 
production, present a new job evaluation program, describe a new merit rating 
plan for employees, and so forth. 

The lecture type of meeting, presupposes a talk by an expert in his 
field. This may be some one from within the organization, or an outside 
speaker who is an authority on his subject. 

Although practices in individual companies may vary, both the round- 
table and lecture type of meeting may be used to provide the foreman with 
information or knowledge which will enable him to handle the human relations 
problems of his job more intelligently. The "controlled" conference, how- 
ever, is usually devoted to methods improvement or job instruction. 

THE ROUIUD-TABLE MEETING. Whether it is called a discussion meeting, a round- 



table meeting, or a conference, informal meetings are distinguished from 
foraial lectures or "controlled" conferences by one factor, i.e., the 



(44) 



participation of all members of tlie meeting. Informal meetings give the 
group an opportunity to excliange ideas and to present suggestions or prob- 
lems. This type of meeting never pretends to be authoritative, nor does it 
use general teaching technique — it merely provides for an exchange of experi- 
ence and ideas. 

Since it is a discussion meeting and involves participation of the whole 
group, the round-table meeting can easily get out of hand. Therefore, the 
most important part of the meeting is the conference leader. He should be 
selected carefully and given adequate training in handling discussion groups. 

TRAIIIWG THE COKPERENCE LEADER. As the summary in Exhibit YII indicates, 
management is fully aware that the conference leader requires special train- 
ing, for of this group of 72 companies, nearly two-thirds provide specific 
training for conference leaders. 

The leader must understand that his main job is to see that all informa- 
tion is pooled and that members of the group cooperate in making available 
suggestions and ideas v;hich will help one another. He must keep the meeting 
informal, so that members will feel free to exchange ideas with one another, 
yet at the same time, he must see that the discussion is purposeful and some 
result or goal is reached. He must achieve a form of control in order to 
keep the meeting in hand and yet not make this control so firm that he de- 
stroys the purpose of the meeting — the free discussion of the members. 

In selecting a leader for training, several factors should be kept in 
mind. First, he must be the nonargumentative type, otherwise he will not 
only allow wrangling among members of the group, but he may even enter into 
such wrangling himself. Second, he should be calm and poised, firm and con- 
fident. Third, he should not be an authority on the subjects discussed, or 
he will be likely to assume an authoritative or teaching attitude toward the 
meeting. 



Exhibit VII 



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ary: he 


)remer 


I's ^ 


leet 


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by 


Line 


s of 


Bus 


liness 


COMPANY 


TYPE 

OF 

MEETING 


FREQUENCY 

OF 
MEET 1 NGS 


IS CASE 
METHOD 
USED? 


EXAMS 
GIVEN? 


CERTIFI- 
CATE 
AVARDED? 


ASST. 
FOREMEN 
INCLUDED? 


TRAINING 

GIVEN 
LEADERS? 


OUTS 1 DE 
SPEAKERS 
INVITED? 


REFRESHER 
COURSES 
G 1 VEN ? 


TYPES OF 

VISUAL AIDS 

USED 


AGRIC. EQUIP. 


Conferences 


Weekly 


Yes 


Yes 




Yes 


Yes 


Yes 


Yes 


Yes 


Movies; sound -s lidefi 1ms ; 
visual easts; film strips; 
charts 


AGRIC. EQUIP. 


Round table; 
lectures 


Monthly 


Yes 


No 




No 


No 


Yes 


Yes 


No 


Movies; sound- s 1 ide f i 1ms ; 
char ts 


AGRIC. EQUIP. 


Round table ; 
lee tures 


Irregular ly 


Yes 


No 


No 


Yes 


Yes 


No 


Yes 


Movies; sound- s 1 ide f i 1ms ; 
charts; chalk talks 


AGRIC. EQUIP. 


Round table; 
lectures 


Irregular ly 


Yes 


No 


No 


Yes 


No 


No 


Yes 


Sound- s lidef i 1ms 


AIRCRAFT MFGR. 


Lectures 


Irregular ly 


No 


No 


No 


Yes 


No 


No 


Yes 


None 


AIRCRAFT MFGR. 


Round table; 
lee tures 


Irregularly 


No 


No 


Yes 


Yes 


Yes 


Yes 


Seldom 


Sound-slidefilms 


AIRCRAFT MFGR. 


Round table 


Monthly 


Yes 


No 


No 




Yes 


Yes 


Yes 


Sound -slidefilms 


AUTO MFGR. 


Round table; 
lectures ; 
other 


Twice a 
month 


Yes 


Yes 


No 


No 


Yes 


Yes 


Yes 


Movies; sound-slidefilms; 
slides; charts; graphs 


AUTO PARTS 


Round table; 
lectures 


Weekly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Sound-s lidefilms ; 
graphs; charts 


AUTO PARTS 


Round table 


Weekly 


Yes 


No 


No 


No 


Yes 


No 


Yes 


Movies; charts; film 
s t r ips 


AUTO PARTS 


Dinner meetings 


Monthly 


No 


No 


No 


No 


No 


No 


No 


None 


BEVERAGE MFGR. 


Round table; 
lee tures ; 
conferences 


Monthly 


Yes 


Yes 


Yes 


No 


Yes 


Yes 


Yes 


Movies; sound-slidefilms; 
charts 


BLDG. EQUIP. 


Lee tures 


Monthly 


Yes 


No 


No 


Yes 


No 


No 


Yes 


Sound -slidefilms; 
Baloptican slides 


BLDG. EQUIP. 


Round table; 
lectures ; 
conferences 


Twice a 
mont h 


No 


No 


No 


Yes 


Yes 


Yes 


Yes 


Movies; slides; chalk 
talks 


BLDG. MATERIALS 


Round table; 
conf e rences 


Weekly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Char t s ; graphs 


BOX MFGR. 


Round table; 
lectures 


Irregularly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound-slidefilms; 
charts; graphs; chalk talks 





Tw i c e a 
month 


No 
No 


No 


No 


No 


No 


Yes 


Yes 


None 


CLOTHING MFGR. 


Round table; 
lee tures 


._______^ 


No 


No 


Yes 


No 


Yes 


No 


Films; slides; posters 






Monthly 


DRUG SUPPLIES 


Dinner meetings 


Monthly 
Monthly 


No 
No 


No 


No 


Yes 


No 


Yes 


Yes 


Films; charts 


No 


No 


No 


No 


No 


No 


None 


ELEC. EQUIP. 


Conferences 









^TIFI - 

:ate 

^RDED? 


ASST. 
FOREMEN 
INCLUDED? 


TRAINING 

GIVEN 
LEADERS? 


OUTS 1 DE 
SPEAKERS 
INVITED? 


REFRESHER 
COURSES 
G 1 VEN ? 


TYPES OF 

VISUAL AIDS 

USED 


No 


Yes 


Yes 


No 


No 


None 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound- s lide f i 1ms ; 
sound recorders; charts 


No 


Yes 


No 


Yes 


No 


None 


No 


Yes 


Yes 


Yes 


Yes 


Films; chalk talks 


yes 


Yes 


Yes 


Yes 


Yes 


None 


yes 


Yes 


Yes 


Yes 


No 


Movies; sound- s 1 ide f i 1ms ; 
graphs 


No 


Yes 


Yes 


Yes 


No 


Movies; sound- s 1 ide f i 1ms ; 
char t s 


No 


Yes 


Yes 


No 


Yes 


Sound- s 1 ide f i 1ms 


No 


No 


Yes 


Yes 


No 


Movies ; s 1 ides 


No 


Somet imes 


No 


Yes 


No 


None 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound -s 1 ide f i 1ms ; 
diagrams 


No 


Yes 


Yes 


Yes 


Yes 


None 


No 


Yes 


Yes 


Yes 


Yes 


None 


No 


Yes 


No 


Yes 


Yes 


Movies; sound- s 1 ide f i 1ms ; 


No 


No 


Yes 


Yes 


Yes 


Movies 


No 


No 


Yes 


No 


No 


None 


No 


Yes 


No 


Yes 


No 


None 


No 


No 


Yes 


Yes 


Yes 


None 


Yes 


Yes 


Yes 


Yes 


Yes 


Movies; sound-s 1 ide f i 1ms ; 
char t s 


No 


Yes 


No 


Yes 


No 


None 


No 


Yes 


Yes 


Yes 


No 


Movies; charts; chalk 
talks 


No 


No 


Yes 


No 


Yes 


Movies; sound- s 1 ide f i 1ms ; 
char t s 


No 


No 


No 


No 


No 


None 



COMPANY 


TYPE 

OF 

MEETING 


FREQUENCY 

OF 
MEETINGS 


IS CASE 
METHOD 
USED? 


EXAMS 
GIVEN? 




ELEC. EQUIP. 


Round table 


Weekly 


No 


No 




FILM MFGR. 


Round table; 
conferences 


Twice a month 


Yes 


No 




FOOD MFGR. 


Lectures 


Monthly 


No 


No 




FOOD MFGR. 


Round table; 
lee t ures 


Monthly and 
Weekly 


Yes 


No 




FOOD MFGR. 


Sound table; 
conferences 


Monthly 


No 


Yes 




FOOD MFGR. 


Round table 


Monthly 


Yes 


No 




FOOD MFGR. 


Round table 


Monthly 


No 


No 




GLASS MFGR. 


Round table 


Weekly 


No 


No 




HARDWARE MFGR. 


Round table 


Monthly 


Yes 


Yes 




HARDWARE MFGR. 


Discus s ion 
mee t ings 


Every 2 
months 


Yes 


No 




HOUSEHOLD APPLIANCES 


Round table; 
lee t ures ; 
conferences 


Irregular ly 

* 


No 


No 




HOUSEHOLD EQUIP. 


Round table ; 
lee tures 


Irregular ly 


No 


No 




INDUSTRIAL EQUIP. 


Round table; 
pane 1 dis- 
cuss ions 


Weekly 


Yes 


No 




INDUSTRIAL EQUIP. 


Round table; 
conferences 


Monthly 


Yes 


No 




INDUSTRIAL MACHINERY 


Round table 


Weekly 


Yes 


No 




INDUSTRIAL MACHINERY 


Le c t u r e s 


Ir r egu lar ly 


No 


No 




INDUSTRIAL MACHINERY 


Round table; 
lee tures 


Monthly 


No 


No 




INDUSTRIAL MACHINERY 


Round table 


Weekly 


Yes 


No 




MAIL ORDER 


Round table; 
lee tures 


Weekly 


Yes 


Yes 




MARINE St. AVIATION 
EQUIP. 


Lectures ; 

conferences 


Monthly 


Yes 


No 




METAL MFGR. 


Round table; 
lee tures 


Twice a month 


Yes 


No 




MINING EQUIP. 


Var ies 


Twice a month 


Yes 


No 




OFFICE EQUIP. 


Round table 


Weekly 


No 


No 





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OFF 

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PAP 

PAP 
PET 

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REF 
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RUB 



RUB 



RUB 



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SH 



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SO 

























COMPANY 


TYPE 

OF 

MEETING 


FREQUENCY 

OF 
MEETINGS 


IS CASE 
METHOD 
USED? 


CE 
EXAMS 

GIVEN' ^^ 


^T 1 F 1 - 

:ate 

i\RDED? 


ASST. 
FOREMEN 
INCLUDED? 


TRAINING 

GIVEN 
LEADERS? 


OUTS 1 DE 
SPEAKERS 
INVITED? 


REFRESHER 
COURSES 
GIVEN? 


TYPES OF 

VISUAL AIDS 

USED 


ELEC. EQUIP. 


Round table 


Weekly 


No 


No 


No 


Yes 


Yes 


No 


No 


None 


FILM MFGR. 


Round table; 
conferences 


Twice a month 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound- s 1 ide f i 1ms ; 
sound recorders; charts 


FOOD MFGR. 


Lee t ur e s 


Month ly 


No 


No 


No 


Yes 


No 


Yes 


No 




FOOD MFGR. 


Round table; 
lectures 


Monthly and 
Weekly 


Yes 


No 




No 


Yes 


Yes 


Yes 


Yes 


Films; chalk talks 


FOOD MFGR. 


Round table; 
confer ences 


Monthly 


No 


Yes 


Yes 


Yes 


Yes 


Yes 


Yes 


None 


FOOD MFGR. 


Round table 


Monthly 


Yes 


No 




Yes 


Yes 


Yes 


Yes 


No 


Movies; s ound- s 1 ide f i 1ms ; 
graphs 


FOOD MFGR. 


Round table 


Monthly 


No 


No 


No 


Yes 


Yes 


Yes 


No 


Movies; sound- s 1 ide f i 1ms ; 
char t s 


GLASS MFGR. 


Round table 


Weekly 


No 


No 


No 


Yes 


Yes 


No 


Yes 


Sound- s 1 ide f i 1ms 




Round table 


Monthly 


Yes 


Yes 


HARDWARE MFGR. 


No 


No 


Yes 


Yes 


No 


Movies ; s 1 ides 


HARDWARE MFGR. 


Di scus s ion 
mee t ings 


Every 2 
months 


Yes 


No 


No 


Somet imes 


No 


Yes 


No 


None 




Round table; 
lectures ; 
con fer ences 


Irregular ly 


No 


No 




HOUSEHOLD APPLIANCES 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound - s 1 ide f i 1ms ; 
d i agr ams 




Round table; 
lectures 


Irregularly 


No 


No 




HOUSEHOLD EQUIP, 


No 


Yes 


Yes 


Yes 


Yes 


None 


INDUSTRIAL EQUIP. 


Round table; 
pane 1 dis- 
cuss ions 


Weekly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


None 


INDUSTRIAL EQUIP. 


Round table; 
con f erences 


Month ly 


Yes 


No 


No 


Yes 


No 


Yes 


Yes 


Movies; sound- s 1 ide f i 1ms ; 


INDUSTRIAL MACHINERY 


Round table 


Weekly 


Yes 


No 


No 


No 


Yes 


Yes 


Yes 


Movie s 


INDUSTRIAL MACHINERY 


Lee tures 


Irregularly 


No 


No 


No 


No 


Yes 


No 


No 


None 


INDUSTRIAL MACHINERY 


Round table; 
lectures 


Monthly 


No 


No 


No 


Yes 


No 


Yes 


No 


None 


INDUSTRIAL MACHINERY 


Round table 


Weekly 


Yes 


No 


No 


No 


Yes 


Yes 


Yes 


None 


MAIL ORDER 


Round table; 
lectures 


Weekly 


Yes 


Yes , 


fes 


Yes 


Yes 


Yes 


Yes 


Movies; sound -s 1 ide f i 1ms ; 
charts 


MARINE & AVIATION 
EQUIP. 


Lectures ; 

conferences 


Monthly 


Yes 


No 


No 


Yes 


No 


Yes 


No 


None 


METAL MFGR. 


Round table; 
lectures 


Twice a month 


Yes 


No 


No 


Yes 


Yes 


Yes 


No 


Movies; chaits; chalk 
talks 


MINING EQUIP. 


Var ies 


Twice a month 


Yes 


No 


No 


No 


Yes 


No 


Yes 


Movies; sound- s 1 ide f i 1ms ; 
charts 


OFFICE EQUIP. 


Round table 


Weekly 


No 


No 


No 


No 


No 


No 


No 


None 



i 



\ s 
s 

T 

t! 



COMPANY 


TYPE 

OF 

MEETING 


FREQUENCY 

OF 
MEETINGS 


IS CASE 
METHOD 
USED? 


EXAMS 
GIVEN? 


CERTIFI - 

GATE 
AWARDED' 


ASST. 
FOREMEN 
INCLUDED? 


TRAINING 

GIVEN 
LEADERS? 


OUTS 1 DE 
SPEAKERS 
INVITED? 


REFRESHER 
COURSES 
GIVEN' 


TYPES OF 

VISUAL AIDS 

USED 


OFFICE EQUIP. 


Round table; 
lectures ; 
con fer ences 


Twice a month 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Movies; charts; graphs 


OFFICE EQUIP. 


Round tab le ; 
lectures ; 
conference s 


Month ly 


Yes 


Yes 


Yes 


Yes 


Yes 


No 


Yes 


Movies; sound- s 1 ide f i 1ms ; 
char t s 


OPTICAL MFGR. 


Round table 


Month ly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound -s 1 ide f i 1ms ; 
char t s ; pos t e r s 


PAPER MFGR. 


Round table ; 
lectures 


Month ly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Sound -si ide f i 1ms 


PAPER MFGR. 


Round table 


Weekly 


Yes 


No 


No 


Have own 
meet ings 


No 


Yes 


No 


None 


PAPER MFGR. 


Round table; 
lectures 


Every 6 to 
8 weeks 


No 


No 


No 


Yes 


Yes 


No 


No 


None 


PAPER SPECIALTIES 


Round table 


Monthly 


Yes 


No 


No 


No 


No 


Yes 


Yes 


Movies ; pos te r s 


PETROLEUM 


Round table 


Three -week 
intervals 


Yes 


No 


Yes 


Yes 


Yes 


Yes 


Yes 


Sound-s 1 ide f i 1ms ; 
charts 


PHARMACEUTICALS 


Round table ; 
lectures 


Mont h ly 


Yes 


Yes 


No 


■ No 


Yes 


Yes 


Yes 


Movies; chalk talks; 
d i agr ams 


PLASTICS 


Round table; 
lectures 


Irregularly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound -s 1 ide f i 1ms ; 
char t s ; graphs 


PRINTING EQUIP. 


Round table; 
lectures 


Weekly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound-s 1 ide f i Im; 
charts; sound recorders 


RAILROAD 


Round table 


Twice a month 


Yes 


No 


Yes 


Yes 


Yes 


Yes 


Yes 


Movies; sound-s 1 ide f i 1ms ; 
recordings; chalk talks 


REFRIG. & AIR 
COND. EQUIP. 


Round table; 
lee tures 


Twice a month 


Yes 


No 


No 


No 


No 


Yes 


Yes 


Movies; s ound -s 1 ide f i 1ms ; 
char t s 


RUBBER MFGR. 


Round table; 
conf e r ence s 


Mont h ly 


Yes 


Yes 


For some 
mee t ings 


No ass t . 
foremen 


Yes 


No 


Yes 


Movies; sound -s 1 ide f i 1ms ; 
charts; diagrams 


RUBBER MFGR. 


Round table; 
lee tures 


Twice a month 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Films; charts; recordings 


RUBBER MFGR. 


Round table; 
lectures ; 
conferences 


Twice a month 


Yes 


No 


No 


Yes 


Yes 


Yes 


No 


Movies; sound -s lide fi 1ms ; 
charts; graphs; chalk 
talks 


SHIPBUILDING 


Round tab le ; 
lectures 


Weekly 


Yes 


Yes 


Yes 


Yes 


Yes 


Yes 


Yes 


Movies; sound-s 1 ide f i 1ms ; 
char t s ; graphs 


SHIPPER 


Round table; 


Monthly 


Yes 


No 


No 


Yes 


Yes 


Yes 


No 


Movies; s ound -s 1 ide f i 1ms ; 
graphs; charts; posters 


SHOE MFGR. 


Round table ; 
lectures ; 
conferences 


Weekly 


Yes 


Yes 


No 


Yes 


Yes 


Yes 


Yes 


Movies; charts; diagrams 


SOAP MFGR. 


Round table 


Irregular ly 


No 


Sometimes 


No 


Safety 
mee t ings 
on ly 


Yes 


Occa - 

s i ona 1 ly 


No 


Movies; sound -s 1 ide f i 1ms 



COMPANY 


TYPE 

OF 

MEETING 


FREQUENCY 

OF 
MEETINGS 


IS CASE 
METHOD 
USED? 


EXAMS 
G 1 VEN ? 


CERTIFI- 
CATE 
AWARDED? 


ASST. 
FOREMEN 
INCLUDED? 


TRAINING 

GIVEN 
LEADERS? 


OUTS 1 DE 
SPEAKERS 
INVITED? 


REFRESHER 
COURSES 
G 1 VEN ? 


TYPES OF 

VISUAL AIDS 

USED 


SPORTS EQUIP. 


Rounci table; 
lectures 


Weekly 


Yes 


No 


No 


No 


Yes 


Yes 


No 


Mov ies ; char t s 


STEEL CABLES 


Round table ; 
lectures 


Weekly; 
Monthly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Films; charts 


STEEL MFGR. 


Round table 


Twice a month 


No 


No 


No 


Yes 


No 


Yes 


No 


None 


STEEL MFGR. 


Le c t u r e s 


Twice a month 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


Movies; sound-slidef 


i Im 


TEXTILE MFGR. 


Round table 


Weekly 


Yes 


No 


No 


Yes 


Yes 


No 


No 


All types 


TEXTILE MFGR. 


Leo tures ; 

conferences 


Monthly 


Yes 


Yes 


Yes 


Yes 


No 


No 


Yes 


Mov ies; charts 


TOOL MFGR. 


Round table; 
lectures 


Irregular ly 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


None 


TOY MFGR. 


Conferences 


Twice a month 


Yes 


No 


No 


Yes 


Yes 


Yes 


Yes 


None 


WOMEN'S CLOTHING 


Round table 


Weekly 


Yes 


No 


No 


Yes 


Yes 


No 


No 


Sound-slidefilms; 
chalk talks 



(45) 



There is some confusion regarding the necessity for specific knowledge 
on the part of the conference leader. It is granted that he should be well- 
informed, but it is not the purpose of a discussion meeting to stimulate 
respect for the leader's knowledge . If the leader handles the meeting cor- 
rectly, he gains respect of those present for his skillful handling of dis- 
cussions—not for his knowledge. In fact, if he makes the meetings an excuse 
for showing off his knowledge — and often a so-called leader does just this — 
he defeats their purpose entirely, 

M«ftiy a foreman, supervisor, or department head has had the discouraging 

experience of attending a round table discussion which turned out to be 

devoted entirely to the self-glorification of the leader. Instead of a dis-~ 

cussion and an exchange of ideas, the meeting developed into a monologue. 

Such useless meetings are much more common than is suspected. Management, 

however, can easily check this tendency by asking foremen to give their 

reactions to these meetings. A few pertinent questions such as the following 

will soon uncover any tendency for the leader to hog the discussions: 

How frequently are you called upon for suggestions? 

Do you secure any good ideas from these meetings? 

What subject (or subjects) did you find most interesting? 

What other subjects do you think should be discussed? 

Do you find the meetings stimulating? 

Do you think those attending the meetings have an equal chance to 

be heard? 
Do you think the discussions should be more general? 

Questions such as these help to tincover the foremen's attitudes toward 

the meetings and should lead to more helpful discussions. If they uncover an 

attitude indicating that the meetings are well received by foremen, ms.nage- 

ment knows that the time and money spent for such meetings have been worth 

while. If, on the other hand, foremen indicate that they are bored with the"" 

meetings or that they are not true discussion meetings, then it is useless 

to continue them for they will do more harm than good. In this case, the 



(46) 



meetings should lae discontinued entirely, until a new and more worth while 
program can be set up under more efficient and stimulating leadership. 

An amazing number of companies permit their foremen's meetings to run 
along month after month without any effort to check up on how the training is 
being received, how much good it is doing, or how the foremen react to the 
leader's methods. 

THE COKFERMCE ROOM. Too little attention is paid to the proper selection 
of a conference room. If the room is poorly ventilated and inadequately 
lighted, if seating arrangements are bad, and if the room is too warm or too 
cold — best results cannot be obtained no matter how hard the oonLference 
leader may try. 

Every effort should be made to secure a well-lighted and well-ventilated 
room. In addition, comfortable chairs should be provided — not backless 
benches. Meetings should not be held in an area where smoking is prohibited 
for men are much more at ease if they are permitted to smoke. Comfortable 
chairs and a sufficient number of ash trays are strongly conducive to par- 
ticipation in a meeting. 

Conferences are sometimes held in rooms furnished with castoffs from the 
office. If the castoffs are pretty rickety, this may give the impression 
that the meetings are of little importance — an. impression that may make the 
difference between success and failure of the conferences. While the fur- 
nishings of the meeting room do not have to be set up as if a board meeting 
were to take place, they should be the best the company can afford within 
reason. Plain substantial furniture will provide the proper background for 
such a meeting. 

Seating arrangements in such a conference are of the utmost importance. 
It is better to have two separate meetings than one crowded meeting for 



unless tlie foreman can lean back in his chair, relax and put his elbows on 
the table, if he wishes, he will not readily enter into the discussion. 

All members of the meeting should face the leader and be so seated that 
they can see each other without twisting or craning their necks. They should 
also be seated so that they do not face a glare either from the lights in the 
room or from the windows. A small group can be seated around three sides of 
a long table; a somewhat larger group around two long tables placed at right 
angles to another long table, forming a square with three sides closed and 
one open. If a still larger group must be handled, a horse shoe arrangement 
of tables will be found to be best. In all cases, enough space should be 
left between the men so that they won't be crowded. 

Of course, successful meetings have been held under far from ideal con- 
ditions. But it is hard work for a conference leader to struggle against 
poor air, poor light, noisy surroundings and uncomfortable seating arrange- 
ments. Since time and money are being spent in an effort to get the most 
from these meetings — and since so much depends upon their success — it is 
important to argue for the best possible conditions. 

SIZE OF THE MEETING. The size of a meeting is important for if it is too 
small, there is a lack of stimulus; if too large, it is a problem for the 
leader to handle it successfiilly. Generally speaking, over 25 members is 
likely to be unwieldy for the leader and less than 10 will provide too few 
ideas to make an interesting conference. 

Of course, there are other factors to be considered in determining the 
size of a meeting. For exaaiple, the number q.ualified to participate may not 
fall within these limitations (10 or 25) and thus the meeting may, of neces- 
sity, be smaller or larger than is desirable. It also frequently happens 
tbat the necessary number of men cannot be available at the time a conference 



(48) 



is scheduled. Ttius, the meeting may be smaller than desired. In such cases, 
the conference leader just must make the best of a difficult situation, 

HOW LONG SHOULD THE MEETING LAST? It is impossible to set up a standard for 
timing a conference, because there are many factors to be taken into consid- 
eration. Generally speaking, however, conferences should be short rather 
than long for most groups participating in such discussion meetings are not 
accustomed to long periods of concentration and cannot be expected to be 
mentally alert for too long a period of time. 

The leader may have to do some experimenting with the time schedule when 
meetings are first programmed. He can usually gauge from the first two or 
three meetings, the point at which a meeting begins to drag a bit. That may 
be the point at which it should be adjourned. Better to have a short, lively 
meeting, than one which bores the men and makes them dread the next session. 
The E-hour meeting seems to be the most generally acceptable, but there is 
nothing to indicate that a 1-hour or an hour-and-a-half session might not be 
even better. 

Other factors which may enter into the time limits of these meetings are 
(1) the facilities; (S) time available; (3) whether urgent or not; (4) the 
objective of the meeting, and (5) type of meeting. For example, if the 
facilities of the meeting place are not desirable or comfortable, the meeting 
should be a short one. If the type of meeting is one at which a new method 
or machine is to be demonstrated, it may, perforce, be extended for a longer 
period. These examples will give an idea of the many considerations which 
cause the leader to either lengthen or cut short a meeting. 

It is, however, less important to worry about the time element than it 
is to give consideration to creating interest in and enthusiasm for these 
meetings , 



(49) 



HOW OFTEN SHOULD MEETINGS BE HELD? Tliis is another question which can 'be 
answered only with many "if a." In the suiamary shown in Exhibit 711, the 
reader will notice that meetings generally vary "between monthly and every 
E months. In addition, a number of companies hold meetings with foremen 
every week which, while it may be highly desirable, means CLUite a drain on 
the foreman's time. 

Here again, the urgency of the meetings, the objective or goal of the 
meetings, the time available, the personnel available, and other factors all 
enter into the frequency of foremen's meetings. 

It is important, however, that these meetings be so timed that the men 
coming to them will be fresh and in the spirit to make some contribution to 
the discussion taking place. The end of a grueling day may not be desira- 
ble. Also, because the foreman must get his department started right off the 
bat in the morning, the first hour of the day is not generally a suitable 
time. The timing of the meetings can best be handled as a cooperative job — a 
check-up between the training director, the plant superintendent, and the 
foremen themselves. Together they can all arrive at a time of day most suit- 
able for the entire group. 

In most companies, these meetings are held on company time, the foreman 
being paid, of course, for the time so spent. When meetings must be held 
after working hours, coir^panies may compensate the men for the time involved, 
although this is not always done by any means. However, those ooinpanies 
which do compensate foremen for such time, believe that by so doing, the 
importance of the conferences is considerably emphasized., 

THE "COKTROLLED" CONFERENCE. The "controlled" conference, mentioned previ- 
ously, is one which is scheduled for foremen at the request of top management 
in order to provide them with in^formation or know-how on the mechanics of 



(50) 



their Job. It is not, strictly speaking, a discussion meeting, although 
time may be allowed at the end of the conference for members of the group to 
ask questions. The leader of such a conference is not only an "em cee," but 
also a teacher. He must have the essential knowledge or information to 
impart regarding the subject of the meeting, or he must provide for a speaker 
who has such knowledge. 

The usual method of handling a "controlled" conference is for the leader 
to devote the first part of the meeting to the project, whatever it may be, 
and then to use the remainder of the meeting for questions from the audience. 
If an outside speaker is to talk at these meetings, he will, of course, 
handle the questions and the leader will act as the "em cee." 

The "controlled" conference may depend largely upon the use of visual 
aids. This depends upon the subject matter, of course, and it la readily 
apparent that the use of visual aids may not enter into the picture at all. 

However, since these meetings are usually for the purpose of teaching or 
informing a group, some sort of visual aid, printed literature or both may 
well be Included, inasmuch as teaching under these conditions must be largely 
by the demonstration method. 

THE USE OP VISUAL AIDS. For years, most of these group meetings have been 
limited by the use of easel charts and chalk talks. Today, however, there 
are so many additional visual aids, the average conference can be a most 
stimulating meeting. 

The variety of visual aids used to augment the use of chalk talks and 
easel charts is evident from the data given in the summary shown in Exhibit 
VII. While some companies still use only the two methods mentioned above, 
the reader will notice that the tendency is toward the combined use of sev- 
eral types of visual aids.) 



(Bl) 



One device wMch was seldom mentioned by companies contributing to this 
report is the overhead projector type of visual aid. This is a comparatively 
new device which is only now coming into wider use. By means of this device 
— there are at least two now on the market* — the lecturer or conference 
leader can face the group or meeting and project from the slides on the 
machine in front of him, the subject on the screen behind him. He can also 
check figures, add phrases or symbols, and even erase the writing as he 
talks to the group. The writing or check marks will appear on the screen 
just as he makes them on the slides. 

It is apparent that the use of this device can perk up a meeting consid- 
erably and the lecturer or leader can, in addition, put over many an idea 
which might otherwise be difficult to convey. Since color can be used, too, 
the device is particularly valuable in demonstrating engines or machines, for 
specific parts can be reproduced in color to emphasize their relationship to 
the whole machine. 

Many of tha films and soimd-slidefilms used in these meetings have been 
purchased from companies preparing such material. A number of larger compa- 
nies, however, prepare their own or have them especially prepared through 
film studios in the field. Films prepared by the United States Office of 
Education are also being used by several firms to stimulate interest in the 
meetings for foremen. An airtjraft corporation, for example, has successfully 
used a group of six 16mm. sound-films on the subject of supervision prepared 
by the Office of Education. The titles of these films are: 

A New Supervisor Takes a Look at His Job 

Introducing a New Worker to His Job 

Supervising Women Workers 

Maintaining Quality Standards 

The Supervisor as a Leader: Part I; Part II 



*The Visualcast; The Tuegraph 



m) 



In addition to the types of visual aids specified in Exhibit VII, many 
companies indicate that they are using three dimensional models, sample prod- 
ucts and parts, displays of merchandise, and demonstrations of the product to 
add interest to foremen's meetings. 

PREPARING FOR THE COIPERENCE. The old saying, "Anything worth doing is worth 
doing well," applies full force to handling conferences with employees. Un- 
less they can te handled right from the start, it would be much better to 
omit them entirely for poorly handled conferences can only succeed in leaving 
employees disgruntled and confused. 

A conference with any group of employees should be carefully planned in 
advance. The timing, the subject matter, the conference leader, the place of 
meeting, and the purpose should all be selected and determined upon before 
the announcement of the meetings is made. Furthermore, such meetings should 
be made an integral part of the over-all training program not just an append- 
age to the plan. 

We thus start with the premise that a suitable meeting room has been 
arranged for the conference; a carefully selected conference leader has been 
schooled in his job; the purpose or goals of the meetings defined, and the 
schedule of meetings worked out in advance. 

If he is wise, the conference leader will have the plan for his first 
meeting in writing. He may modify it as he goes along, but he will follow 
the general outline for the most part. He checks to see that the physical 
arrangements have been properly set up — lighting, ventilation, and seating 
arrangements are as ideal as possible. He then makes certain that all mem- 
bers of the groups to be included in the conferences get the announcements. 
He should also check to see that all equipment to be used is ready and in 
working order. Nothing so surely gets a meeting off to a bad start than 



(53) 



hunting around for supplies and equipment after the group is assemhled. Such 
fumbling not only delays start of a meeting but because it makes the leader 
seem inept is likely to forfeit the group's interest as well as respect. 

When the meeting is ready to start, everything should be in readiness. 
There is only one way for the leader to make sure that all preparations have 
been made and that is to list all the essential equipment and aids and to 
check that list the day before the date of the meeting, 

THE FIRST MEETTHG OP THE SERIES. The conference leader should plan his first 
meeting pretty carefully and this means that he should select a subject for 
discussion which will be of general interest to all members of the group. He 
should consider the pros and cons of the subject, try to surmise the reac- 
tions which may take place during the discussion and be prepared to steer the 
talk into the proper channels. 

As a rule, it is only the first meeting at which the leader selects the 
subject matter. At the end of this meeting, he will get a vote of the group 
regarding subjects to be discussed at future meetings. It is a good idea to 
have ready a list of possible subjects upon which the vote will be taken. 
He should, of course, include any additional topics suggested by the group, 
provided they come within the scope of a discussion meeting. 

At the first meeting, his first step is to introduce all the members of 
the group. This is follov/ed with an explanation of the conditions of the 
discussion as well as the purpose and the advantage of group discussion meet- 
ings. All in all, the leader will do a bit more talking at this first meet- 
ing than he will throughout the rest of the series. 

The next step is to suggest the subject for discussion, having an alter- 
native subject ready if the group does not show any enthusiasm for his first 
choice. When the subject is decided upon, the leader attempts to start the 



CM) 



discussion by directing a question or two to members of the group. 

Once the members begin discussing the q_uestions, the leader "tosses the 
ball" to the group and from there on it is their meeting. He may have to do 
more of a job of guiding the discussion at this first meeting than he will 
later on, but in any case, he must always act as a leader, not as a teacher. 

At this, as well as at later meetings, he must be ready to offer sugges- 
tions or ask questions in order to bring the discussion back into the proper 
channels, should it tend to get out of bounds. A sense of humor is a wonder- 
ful asset for a leader to have, for by the use of a little humor he can often 
release the tension in a meeting or circumvent many of the difficulties which 
are bound to arise during group discussions. However, he should never, under 
any circumstances, use humor against any one individual in the meeting. 
Rather he should take the whole group in on any jokes and thus create a feel- 
ing of all being part of the project — he and all the members of the group. 

Another mistake sometimes made by a leader is the use of sarcasm or 
pointed remarks. The leader who takes advantage of his position to direct 
such remarks toward individuals in the meeting eventually forfeits his lead- 
ersMp and is unlikely to regain it, regardless of how hard he may try. 

Before the end of the first meeting, the leader should call a halt to 
the discussion and take a vote as to whether it should be carried on in the 
next meeting or whether a new topic should be tackled. If a new topic is to 
be considered, he should then write a list of possible subjects on the black- 
board and take a vote on the subject for the next meeting. When the members 
of the group know in advance the topic for discussion, they will have time to 
give it some thought which will make for a more lively meeting. 

While the discussions are to be informal, the leader should indicate in 
the very first meeting, that the purpose of the meeting is, indeed, a serious 



jmy 



one. Consec[uently, lie should indicate ttie tMngs he expects of the group so 
that everyone present can get the most out of all the meetings. While he 
should not try to force the memhers into a strict compliance with a list of 
rules and regulations, he can indicate the part each memher is to play in the 
meeting in order to make them a success. He should explain "briefly, that 
members should attend meetings as regularly as possible; they should be on 
time for meetings and stay for the entire meeting; they should endeavor to 
participate in all the discussions and avoid "side discussions" with their 
neighbors; they should be impersonal in remarks made; avoid wisecracks; avoid 
speech making; respect the other fellow's viewpoint; make suggestions con- 
structive; get into the spirit of give and take; try to apply the new ideas 
or suggestions contributed in the meeting. 

He should indicate that while he does not expect members of the group 
to avoid arguments, they should be carried on in a friendly spirit. Argu- 
ments will make for a lively meeting if personalities are avoided. 

RETAINING CONTROL OP THE MEETING. While the meeting should be on an informal 



basis for best results, the leader must not relinq.uish all control to the 
group. His Job is to maintain a feeling of friendliness among the members; 
keep the discussion flowing along; prevent sidetracking; prevent personal 
clashes; see that each member has a chance to contribute; help those who have 
difficulty in expressing themselves; keep the conference from lagging. 

la every group of people, there will be the clown, the disgruntled fel- 
low, the supercritical chap, the overly-q.uiet person, the show-off, the 
talkative man, and the old fogey. These are the people the leader must try 
to handle so that the success of the meeting is not imperiled. Often he can 
control these individual types by letting the group handle them. For exam- 
ple, if the talkative individual tries to hog the meeting, let the group call 



{m) 



him out of order. If the old fogey wants to theorize, let the group pin him 
dovm to practical examples. If the disgruntled one or the critic ohjects 
constantly to suggestions, let the group demand that he provide better ideas 
or suggestions. Usually the group can keep these types in line — and thus the 
leader will not have to take sides. 

There are a numher of devices for changing the flow of a meeting. If 
a conference "becomes slow or uninteresting, the use of leading questions will 
often wake up the group. Sometimes the lack of interest is due to the fact 
that the problem has been sidetracked. Get the discussion back on the track 
as quickly as possible or the group will go to sleep. An alert leader sees 
to it that this sidetracking does not occur too often, but when it does 
occur, he gets the main discussion back to the point at once. Sometimes a 
demonstration by a member of the group will wake up the meeting. As a last 
resort, the leader can get several members of the group into an argument — 
this will take quite a bit of maneuvering, however, and the leader must be 
certain that he can control the argument once it is started. Another method 
of waking up a meeting is to ask a negative question. This has the possi- 
bility of getting real reaction from the group with the result that some dis- 
cussion takes place inmediately . By channeling this discussion into the 
right roads, the leader can once again have a lively meeting under way. In 
Exhibit VIII are suggestions for leading a discussion group. 

SUBJECTS FOR DISCUSSION. One of the main problems of the inexperienced con- 
ference leader is the choice of subjects and the method of breaking them down 
for purposes of discussion and analysis. 

There are certain problems common to all supervisory jobs and, if the 
leader will simply list these problems and break them down into certain well- 
defined subdivisions, he will have the proper perspective essential for 



Exhibit VIII 

35 POINTERS FOR THE LEADER OF A CONFERENCE 

1. Open the meeting promptly to Indicate that punctuality is expected of the group. 

2. Permit the members of the group to seat themselves in any formation — do not 
try to arrange by divisions or alphabetically by name. 

3. Explain the reason for the conferences. (First meeting only) 

4. Introduce the group. (First meeting only) 

5. State the subject for discussion and write it on the blackboard. 

6. Add to the subject on the blackboard two or three pertinent questions. 

7. Start the discussion with one of the questions. 

8. Try not to discuss the questions yourself — let the group handle the discussion. 

9. If a question comes back to you, do not act as an "authority" or a teacher — 
lead the group into further discussion. 

10. If a question is unanswerable at the time, table it for a future meeting when 
more Information will be available. 

11. If the discussion gets off the track — and it will, of course — bring it back 
with a question pertinent to the subject matter. 

12. Encourage participation by the entire group by pointedly asking questions of 
those who seem backward about participating. 

13. Do not permit personalities to enter the discussion. 

14. Do not permit any one individual to monopolize the meeting. 

15. Avoid use of terms which may arouse the emotions, i.e.. Reds, labor baiters, 
scabs, etc. If used by members, substitute less emotional phrases. 

16. Avoid the "teacher" attitude, use of sarcasm, or a patronizing manner. 

17. Chart the progress of the discussion on the blackboard. 

18. Try to keep responses brief — the long-winded talker will bore the group. 

19. Try to get more than a "yes" or "no" from participants, otherwise the meeting 
will be a dull one. 

20. Keep the meeting orderly, but not so serious it is "painful." A sense of humor 
helps . 

21. Do not lose your temper. 

22. Do not enter into an argument. 

23. Do not talk too much. Let the members of the group do the talking. 

(over) 



24. Do not show partiality. 

25. Show respect for the views of each member of the group. 

26. Be enthusiastic. 

27. Prevent side discussions -- bring such discussions out into the open. 

28. DO NOT LECTURE. 

29. Do not let the meeting lag — stir up a lagging discussion by asking a 
negative question. 

30. Use simple phrasing in discussions — but do not "talk down" to the group. 

31. Secure and keep the men's respect throughout the series of meetings. 

32. If a member talks too much and is not amenable to suggestion, or If a 
member becomes unruly, talk the situation over with him in private. 

33. Do not try to summarize the meeting — a brief check-up of the points 
made is sufficient. 

34. Do not try to get the group to agree on conclusions — this is not the 
point of a discussion meeting. The meeting is to stimulate thinking. 
They may come to an understanding, however, and evaluate the points made 
during the discussion. 

35. CLOSE PROMPTLY. Do not let the end of the meeting drag. 



(57) 



handling discussion meetings. For example, the following problems are common 

to most supervisory Jobs: 

1. Developing leadership 

E. Securing cooperation • 

3. How to give a reprimand 

4. How to handle a grievance 

5. How to handle an interview with a worker 

6. How to improve teaching methods 

7. How to start the new worker off on the right foot 

8. How to improve the accident record 

9. How to improve the giving of orders 

10. How to cut down waste 

11. How to out costs 

IE. How to improve planning 

These twelve problems may then be broken down into their component parts 
so that the foreman will know how to tackle a problem. For example, take the 
problem of giving a reprimand. Most foremen seem to bungle this job and con- 
sequently, the subject makes a good one for discussion. Breaking it down 
into its component parts it would line up somewhat as follows: 

What is the best technique to use? 

How should the reprimand be timed? 

How can the reprimand be made constructive? 

What happens when the foreman constantly sidesteps giving reprimands? 

Here are four areas into which the leader can channel the discussion. 
By suggesting other questions relating to any one of these areas, he can con- 
tinue the discussion until the entire group has talked over all phases of 
the subject* 

In checking over the list of topics given by companies contributing to 

this report, the following are typical of the subjects discussed at meetings 

of foremen last year: 

Maintaining good working conditions Hourly wage policy 

Eliminating worker irritants Taft-Hartley law 

Safeguarding the worker Plant layout 

Maintaining quality standards Company benefit plans 

Planning the work Job rating 

Care of equipment Fire protection 

The foreman as a manager Job descriptions 

Responsibilities of the foreman Budgetary control 



(58) 



Functions of tlie foreman's job 

Quality control 

Handling grievances 

Human relations 

Merit rating 

How to induct a new employee 

Keeping workers content 

Good housekeeping 

Increasing production efficiency 

Labor negotiations 

How to make a reprimand pay off 

How to praise the worker 

Cost reduction 

Current labor laws 

Work simplification 

Employee appraisal 

Causes of employee complaints 

Current labor trends 

Employee selection 

The foreman and timestudy 

Introducing new employee to the job 

Performance recording (rating) 

The annual report 

Sales methods 

Cooperation with other foremen 



Plant security 

Supervising women workers 

Interpreting company policies 

Suggestion plan 

Review of the policy manual 

Supervisor as a manager 

The union agreement 

Scheduling the work 

Meeting competition 

Job instruction training 

Insurance plans 

Company policies 

Wage administration 

Job evaluation 

Engineering problems 

Methods improvement 

Inspection 

Tooling 

Public relations 

Handling reprimands 

Inter- departmental problems 

How to handle the interview 

Retirement plan for employees 

New products 

Workmen's compensation 



It is interesting to note that considerable attention is paid to the 
matter of labor laws, contract negotiations, and current labor trends in 
these meetings. The reader will also note that attention is given to the 
annual report, sales methods, public relations, new products, and other top- 
ics of this type. Naturally, the majority of companies see that foremen are 
stimulated to think about the human, relations problems and the other phases 
of their jobs, such as costs, quality control, job instruction, work sched- 
ules, and so forth. 

In some cases, all the supervisory meetings are devoted to the mechanics 
of the job and no time is given to the problem of human relations. In still 
other instances, the discussion meetings are given over entirely to the human 
relations phase and the more formal lectures to the mechanics of the job. 
For example, a company in the office equipment field has set up the following 
as topics of discussion for its foremen meetings: 



(59) 



Know yourself Reoognizlng Taasic motives 

Improving your supervisory self Evaluating supervisory practices 

Growing up emotionally Recognizing and controlling ner- 
Judging emotional tendencies vous tension 

MaJcing emotions work in supervision Tlie problem of the wonaa worker 

All these topics are, of course, related to handling people on the Job. 

In the following list of topics, the mechanics of the job are stressed: 

Manufacturing costs and cost control Work simplification 
Materials handling Job instruction 

Inventory control Accounting for foremen 

Materials control Statistical q.uality control 

REVEEEl- COPPER AND BRASS DISCUSSION TOPICS. A well-balanced list of topics 
for discussion is that prepared for foremen's meetings by Revere Copper and 
Brass Incorporated, Rome, Uew York. This list, which follows, covers such 
topics as company policies, the foreman's job, human relations, safety, the 
contpany's operations in sales, resear'^h, costs, labor relations, job evalua- 
tion and wage incentives. Since Revere makes use of both the round table 
discussion method and lectures, these topics can well be divided between both 
types of meetings. The main point is that the company recognizes the need 
for sharing information with foremen and also stimulates their thinking along 
the correct lines of supervision, 

FOREMEN'S MBBTIHGS 



1. Does Your Company Understand You? 

2. Do You Understand Your Copany? 

3. Human Relations in the Prevention of Grievances 

4. Better Understanding of Safety 

5. Understanding Uncle Sam 

6. What's Going on in Employee Publications 

7. Sales Training for Distributors 

8. The New Labor-Management Relations Act 

9. Understanding Technical Advisory Service 

10. Understanding General Sales Problems 

11. What Goes On in Research 

12. Understanding Costs 

13. The Budget and What It Means 

14. Understanding Wage Incentives 

15. Understanding Job Evaluation 

16. Testing — Who, When, and Why 

17. General Business Discussion by the President 



(eo) 



INTERMTIONAL HARVESTER'S LIST OP SUBJECTS. Another well-balanced list of 



topics is the following, prepared for foremen's meetings hy the International 
Harvester Company: 

•SUBJECTS FOR FOREMEN CONFERENCES: 1947—1948 



Discipline Materials Control 
Manufacturing Costs and Cost Control Labor Relations Problems 

Safety and Good Housekeeping Grievance Handling 

Wage Payment Policy Contract Interpretation 

Departmental Personnel Procedures Labor Turnover and Absenteeism 

Annual Report Accounting for Foremen 

Employee Information Program Job Instruction 

Practical Psychology Personnel Relations 

Company Policies (New or Revised) Work Simplification 

Statistical Quality Control First Aid 

Materials Handling Fire Protection 

Effective Speaking Medical Services 

Effective Writing Plants Products 

Inventory Control Salary Administration 
Social Security and Annuity Plans 



TOPICS BASED ON THE MANAGEMENT POLICY GUIDE. An unusual method of selecting 
subjects for foremen's meetings is that used by an Eastern hardware manufac- 
turer. The contents of a management policy guide for foremen have been made 
the subject matter for these meetings, thus enabling the foremen to have a 
part in the preparation of the guide as well as to concentrate their atten- 
tion upon the contents. 

The main subjects covered in the guide include the following; 

Organization charts (Covers all the ramifications of the company) 

Poremanship — Management (Indicates the foreman's job is part of 
management ) 
r Responsibility to Employees (PTinctions of the foreman's job) 

Laws Affecting Employer-Employee Relations 
f Personnel Policies, Procedures and Services 

Manufacturing Instructions 

Employee Representation (Union contract, negotiations, etc.) 

There are numerous subheads listed under these seven main headings, of 
course. Under "Personnel Policies," for example, there are 40 subheads which 
again are divided into minor headings. Thus, there is the possibility of 



•WT 



considerable subject matter for discussion at the foremen's meetings before 
the entire guide is covered. 

In Exhibit IX are three sample pages from the table of contents of this 
management policy guide which indicate the procedure followed. The dates 
included indicate when the subject was covered in the conferences. Wherever 
no dates are given, the subjects are to be covered in future meetings with 
foremea. 

HOW ALLEU MANUFACTURING SELECTED DISCUSSION TOPICS. The Allen Manufacturing 
Company's program for training and developing foremen is outstanding on three 
counts: (1) Over-all planning, (E) execution, and (3) check-up of results. 
There is also another factor that makes the program unusual and that is that 
the meetings are turned over completely to the foremen. Not only do the 
foremen select the subjects for discussion but they also select their confer- 
ence leaders. 

Briefly, the program is set up in this manner. At the end of the year's 
meetings, the foremen's group is asked to poll its members on the kind of 
program they want for the next year. For the year 1947-48, the majority indi- 
cated a preference for a review of company personnel policies and procedures. 

Next, the conference leaders are selected by the foremen themselves and 
these leaders are given special instruction in conference leadership. The 
program, sponsored by the State Department of Education, requires 40 hours or 
5 days of intensive training. 

After this training, the trainees and the personnel director of the com- 
pany meet to organize the conferences. In 1947-48, it was decided to have 
four groups of approximately nine men each — three groups on day shift work 
and one on the night shift. Past experience had shown that late afternoon 
meetings lost their effectiveness because the participants were usually too 



Exhibit IX 



MANAGEMENT POLICY GUIDE 



M.P.G. #104 



SHEET NO. 3 
EFFECTIVE 8/16/48 
SUPERSEDES: 4/1/48 



M.P.G. NO. SUBJECT 

300 FOREMANSHIP — MANAGEMENT 

301 Explanation of Why Supervisor is Management .... 

302 Foremanship Ethics 

30a Major Responsibilities 

304 Responsibilities to the Company 

304.1 Production 

304.11 Planning 

304.12 Care of Tools and Equipment 

304.13 Technical Information 

304 . 14 New Methods 

304.15 Training - Responsibility to 

the C ompany 

304.16 Relations with Other Departments. 

304.17 Records 

304.18 Quality 

304.2 Costs 

304 .21 Budgets 

304 .22 Scrap 

304.23 Down Time 

304.24 Excess Labor 

304.3 Carrying Out Company Policies 

304.4 Selection of New Employees 

304.5 Employee Relations 

304 .51 Monthly Talks 

304.52 Discipline 

304.53 Conduct 

304.54 Warnings 

304.55 Grievances 

304.6 Good Housekeeping 

304.61 Sanitation 

304.62 Working Conditions 



DATE ISSUED 



4/1/48 
4/1/48 
4/1/48 
4/1/48 

4/1/48 

7/12/48 
4/1/48 
4/1/48 

8/23/48 

8/23/48 

8/23/48 

4/1/48 

4/1/48 

4/1/48 

7/12/48 

8/2/48 

7/12/48 

8/23/48 

4/1/48 

4/1/48 

4/1/48 

8/23/48 
8/23/48 
7/12/48 
8/23/48 
7/12/48 

8/23/48 

4/1/48 
8/23/48 



MANAGEMENT POLICY GUIDE 



M.P.G. #104 



SHEET NO. 3 
EFFECTIVE 8/16/48 
SUPERSEDES; 4/1/48 



M.P.G. NO. 



SUBJECT 



DATE ISSUED 



305 Responsibility to His Employees 

305.1 Furnishing Leadership 

305.2 Maintaining Adequate Working 

Conditions 

305.3 Training - Responsibility to the 

Employee 

305.4 Pay Matters 

305 .5 Employee Problems 

400 LAWS AFFECTING EMPLOYER - EMPLOYEE RELATIONS 

401 Fair Labor Standards Act 

(Wage & Hour Law of 1938) 

402 Labor-Management Relations Act of 1947 .. 

403 Social Security Act, Revised 1939 

404 State Statutes Concerning Wage, Hours, 

Employment of Women and Minors 

405 Unemployment Compensation 

406 Walsh-Healey Act 

407 Fair Employment Practice Commission 

500 PERSONNEL POLICIES, PROCEDURES AND SERVICES 

501 Hiring - Statement of Employment Policies 



4/1/48 

7/12/48 

7/12/48 

8/23/48 
7/12/48 
7/12/48 



7/12/48 
8/23/48 



7/19/48 



8/9/48 



501.1 Courteous Treatment 8/9/48 

501 .2 No Discrimination 8/9/48 

501.3 Age Limits 8/9/48 

501 .4 Job Requirements 8/16/48 

501 .5 Part Time 8/23/48 

501.6 Relatives 8/23/48 

501.7 Forms Filled Out in Hiring 8/23/48 

501 . 8 Phys ical Examination 7/19/48 

501.9 Pre-Employment Tests 8/23/48 

502 Induction - General Statement on Importance . . 

502.1 Induction Procedure 



MANAGEMENT POLICY GUIDE 



M.P.G. #104 



SHEET NO. 4 
EFFECTIVE 8/16/48 
SUPERSEDES: 4/1/48 



M.P.G. NO. 



SUBJECT 



DATE ISSUED 



503 Wage Policy - General Statement 

503 .1 Job Evaluation 

503 .2 Wage Rate Schedule 

503.3 Wage Reviews and Increases 

503.4 Promoting From One Grade To Another ... 
• 503.5 Overtime 

503 .6 Incentives 

503.61 Time Studies 

503.62 Individual Incentives 

503.63 Group Incentives 

503.8 Various Premiums 7/19/48 

503 .81 Shift Premiums 7/19/48 

503 . 82 Hoi idays 7/19/48 

503.83 Saturday 7/19/48 

503 . 84 Sunday 7/19/48 

503.9 Payday and Payroll Policies 7/19/48 

503 .10 Payroll Deductions 7/19/48 

503.101 Federal Income Tax 7/19/48 

503.102 Federal Social Security 7/19/48 

503.103 Group Insurance 7/19/48 

503 .104 Pension 7/19/48 

503 .105 Check-off 7/19/48 

503 .106 Savings - Credit Union 7/19/48 

503 . 1 07 Bonds 7/19/48 

503.108 Hospitalization 7/19/48 

503 .11 Timekeeping 

504 Work Schedules 

504.1 Workweek 

504.2 Work Day 

504.3 Shifts 

504.4 Continuous Operations 

504.5 Lunch Periods ■ 

504.6 Rest Periods 

504.7 Quitting Time 

505 Holidays 8/23/48 



Exhibit X 
AN OUTLINE FOR TRAINING CONFERENCE LEADERS 

Planning Your Part of the Program 

Notebooks are provided. You can help the group by planning your material 
in a manner that makes it easy to take notes. 



Primary Objective : To cover, broadly, the complete subject but not in 
too much detail. Let details become clear by discussion. 

1. Statements such as "There are 3 ways this can be done," or "We'd 
suggest you follow these 4 steps" make it easy for the men to 
start taking notes. 

2. Statistics and percentages are valuable — just be sure they apply 
to the subject. Use them to amplify or prove a point. 

3. Practice discussion and the timing so that you can cover this 
topic and allow time for questions and answers. This will enable 

• us to hold to our schedules. 



When Talking to the Group 



Stand or sit, as you prefer. It makes a good impression if the leader 
follows notes, thus indicating to the group that the session has been 
carefully prepared. 

Primary Objective : (a) To get your point across. (b) To provide a basis 
for group discussion after you finish. 

1. An informal type of presentation is apt to get better results, 
for the men will feel more inclined to ask questions about 
points they do not clearly understand. 

2. Conduct your session so that the men feel you are a member of 
the group rather than a platform lecturer. Use the "we" 
rather than the "you" approach. 

3. It is not necessary that you tell a story or a joke, but almost 
everybody enjoys them, so if you know any that illustrate a 
point and you are a capable story teller, include them. 

4. It is your responsibility to place the emphasis on the impor- 
tant points. This can be done by repeating them, or mentioning 
that you think they are important, or suggesting that the fellows 
write the point down. 

5. The men value your personal viewpoint because you are an 
authority on the subject, therefore, use personal phrases such 
as "I would do it this way" or "Here is a suggestion that 
others have found useful." 

6. Don't compete with yourself, in other words don't pass out 
samples or exhibits while you keep on talking. Discuss it 
first, then pass around your samples and wait until you are 
satisfied the group is ready to go on to the next point. 



7. Familiar names always make a talk more interesting. Use the names of 
people if the incident is complimentary. 

8. If the group is trying to "outshout" one another, don't try to compete. 
Stop talking, and notice how quickly they quiet down. 

Handling the Group 

Primary Objective : (a) To get everyone in your session to contribute some idea, 
(b) To maintain order without stifling discussion. 

1. Avoid talking too much yourself. The leader should induce discussion by 
referring the point or question to another member. Instead of answering, 
say "What do you think about thatx — Joe?." 

2. Prevent conversation on the side by a sincere request that they let "all 
of us" benefit by their ideas. 

3. Help the longwinded fellow out by saying "What is your point Joe?." Do 
this before the others lose interest. 

4. The group recognizes you as chairman and they will follow your lead. 
Set a good example and you'll have a good session. 

Handling Questions and Answers 
Plan for a question and answer period within the allotted time. 

Primary Objective : To provide the final step in presenting a clear picture of 
the subject. 

1. Try to hold all questions until the end of your own presentation; 

this pi-events interruptions which might cause you to forget the sequence 
of your talk, and it helps the men to organize their points in note- 
taking on a more orderly basis. 

2. If the answer to a question is "no," be sure the fellows know why 
before leaving the point. 

3. Try to avoid taking up the group's time to answer specific case problems. 
Answer those that bring out a point of general interest to the group. 

In all other instances ask that the man see you after the session is 
completed. 

4. Use actual examples whenever possible. They make your explanation 
interesting and personal. 

5. Don't guess — if the question is not related to your part of the 
program, say so, and suggest that it be brought out in the proper 
session. 

EVERYTHING IN THE SESSION SHOULD SEEK TO HELP ANSWER THE QUESTION: "HOW CAN I 
USE THIS TO ADVANTAGE IN' MY JOB?" 



This outline for instruct mg conference leaders was passed 
along by D. L. Tyler of Moore Business Forms, Inc. It was 
originally prepared for leaders of sales training confer- 
ences, but the outline is just as applicable to the type 
of training needed by conference leaders for foremen's 
meetings . 



t62) 



fatigued to get the best out of a 2-hour meeting. Similarly, evening meet- 
ings were impractical, owing to the time required for foremen to get home for 
supper and then return for the meetings later. Therefore, day meetings were 
scheduled on Mondays, Wednesdays, and Fridays for 9 to 11 a.m., when the 
foremen would he fresh and alert, yet would have had a chance to get their 
work started for the day. Meetings for the group on the night shift ran 
from 6 to 8 p.m. 

The following ten topics were chosen for discussion in these E-hour 
weekly, sessions: 

1. Introduction 

2. How to Induct a New Employee 

3. Enow Your Workers 

4. How to Handle Complaints and Grievances 

5. Keeping Workers Content on the Job 

6. Merit Rating and Merit Rating Interviews 

7. Factory Rules and Discipline 

8. Seniority and Transfers 

9. Accident and Fire Prevention 
10. General Personnel Procedures 

It was agreed that the purpose of the 1947-48 meetings would be to 
clarify and, if necessary, to change existing personnel policies and proce- 
dures by means of group thinking and discussion. The function of the confer- 
ence leader was to be that of a guide rather than a teacher. The group would 
teach itself by breaking down a problem into its basic elements on the black- 
board and use their combined knowledge to find the answer. At the end of 
each session, the groups would be encouraged to make specific recommenda- 
tions. A summary of their conclusions would be recorded. 

An outline for each topic was prepared by the leaders, so that each 
group would cover the same ground. When reaching the last topic, the members 
of each group chose the specific subject that they wanted to discuss. It was 
felt that some topics might require more than one session to handle properly. 

In the sessions on grievances and merit rating, two additional techniques 



T^^ 



were introduced — case history and role playing. The peraonnel department 
got together several actual grievances and merit ratings that were repre- 
sentative of plant situations. The leaders then appointed teams of two fore- 
men each — one to take the part of a foreman and the other that of an employee 
or steward. The teams acted out the grievance or merit rating interview with 
the rest of the group observing. From such a demonstration, based upon a 
realistic situation, the group pointed out the good and bad points of the 
procedure used. As a result, every one present had a sharper idea of the 
do's and don'ts involved. 

In all, 34 foremen, assistant foremen, superintendents, and office 
supervisors took part in these conferences. The four groups were so arranged 
that no two persons from the same department sat in the same group and no 
more than 13 persons were in any one group. It was decided to include sev- 
eral office supervisors because of their regular contact with the factory, 

GETTING THE FOREMEN'S REACTIONS TO THE MEETINGS. As indicated in the preced- 
ing pages, every training program should be checked to see whether it is 
really doing the job for which it was designed. In fact, not only is it 
important to check to see that a good job is being done, but it is only by 
means of such a check-up that management can learn how to improve the next 
training program . 

The common mistake of failing to check the foremen's reactions to the 
training program was not, however, made by the Allen Manufacturing Company. 
Instead, at the last session of the meetings, the company provided partici- 
pants of each group with a q^uestionnaire to secure their reactions. Thirty- 
two replies were turned in with the following results: 

26 foremen felt the discussions were time well spent ajid of defi- 
nite benefit. 
30 foremen were entirely satisfied with their leader- 



(64) 



25 members said the discussions helped them to understand their own 

shortcomii^s. 
62.5 per cent of the groups indicated that they often referred to 

the sunmary of each session. 

The five most freq_uent answers to the question, "In what respect have 
you changed your attitude in handling your men?" were as follows: 

1. Better appreciation of my responsihilities. 

2. Better understanding of the company. 

3. Have done a better ^oh of instruction. 

4. Pay more attention to "how to reprimand." 

5. Have been less hasty in making decisions. 

The four topics liked best by the groups were, in order of mention, as 
follows: Merit rating, "Enow Your Worker," induction, and seniority and 
transfer. The six specific topics most often mentioned for a future series 
of meetings were: Incentive plans, planning, engineering, quality control, 
seniority and transfer, and technical or mechanical information. Among the 
suggestions offered by members of the various groups for Improving future 
meetings were: Shorter, less repetitive sessions; more case histories and 
role playing; more — and franker — discussions. 

In addition to these helpful conments by members of the four groups, 
14 carefully thought out recommendations came from their conference reports. 
These recommendations covei^d such subjects as grievances, keeping workers 
contented on the Job, merit rating, factory rules, Induction, accident and 
fire prevention, absenteeism and tardiness, good housekeeping, and the fore- 
man's job. 

As a consequence of these recommendations, the conference leaders and 
the personnel director held several meetings to (a) screen the recommenda- 
tions, and (b) prepare a new merit rating form. When the new rating form was 
completed, copies were passed out to the foremen for study and a special 
meeting was held to get their comments and approval before sending it to 
the printer. 



Several of the other recommendations were also forwarded to the staff 
for comment and action. Three were recognized as general practices; steps 
had already "been taken to effect another, and seven others were adopted. 

In conclusion, Ellsworth S. Grant, Yice President of Industrial Rela- 
tions for Allen Manufacturing, indicated that the conference technique of 
supervisory education accomplishes these direct results: 

1. The size and makeup of the group enables the foremen to talk 
freely and to get their problems and questions off their chests. 
They quickly learn to break a problem down to its basic elements. 

2. Group thinking and concentration on one problem at a time, 
straightens out individual thinking that is off the beam. Cor- 
rection by one's equals is much more effective than by a superior. 

3. By digging deep into specific personnel policies and procedures, 
foremen unearth the reasons for them. In many cases they prove 
the value of these policies to themselves. 

4. Recommendations for improvement are passed up the line. 

5. Foremen return to their departments with a better understanding 
of both company policy and supervisory responsibilities and with 
a sharpened sense of analysis and judgment. 

6. Finally, participation — by talking together, and acting out 
situations — is the best way to learn so that' knowledge sticks, 

A LECTURE-DEMOHSTRATION-DISCUSSION PROGRAM. Another type of program used 
with good results is the lecture-demonstration-discussion meeting. In this 
departure from the familiar pattern of conference discussion, the first meet- 
ings embody brief lecture-demonstration periods in which new material is pre- 
sented to the group, followed by a period of conference discussion examining 
ways and means of applying the material to the problems of the supervisory 
group . 

The meetings are based on a combination blackboard and visual aid pres- 
entation. For the lecture-demonstration periods, a large easel containing 
two-color charts and diagrams is used to support the comments of the leader- 
instructor. When discussion develops, the usual conference blackboard tech- 
nique is used with a swtich-baok to the easel to nail down the ideas as they 
are developed. 



tee) 



An important part of the program is the "immediate case application." 

This technique is developed as follows: 

At the end of the first session, the first principle, "know the 
other fellow," is developed to a definite point. Each supervisor 
is asked to describe an individual upon whom he could practice this 
principle between then and the nest session, and is requested to be 
ready to report on what happened in his handling of that individual. 
This procedure is repeated in the second and third sessions, so 
supervisors do not have to wait until the end of the program to get 
something they can use. At the end of the first E hours, they, 
therefore, have something to work with — a new technique — that can 
be used that same day with measurable results. 

The demonstration part of the program is developed by case history dis- 
cussion plus actual demonstrations. The sessions which follow give each mem- 
ber an opportunity to bring in a detailed case history, analyze the problem 
with the group and work out, step by step, the method of getting cooperation 
from the "problem" employee. 

The main text material for these meetings is an 8-|- by 11 inch manual 
containing a few sheets summarizing the main ideas of the program. To this 
is added from time to time other sheets outlining the points brought out in 
each session and some of the key charts used in the visual aid demonstration. 

The principle advantage of this type of training conference is that the 
foremen are given the opportunity to apply the supervisory technique de- 
scribed in the meetings immediately and, therefore, there is no delay between 
Instniction and practical application of those things learned in the meetings. 

AKSCO'S ADVISORY BOAEJD. An interesting program for the development of fore- 
men is Ansco's (Binghamton, New York) plan based on the organization of a 
committee which represents every employee. This group is designated as the 
"Advisory Board of Management," and its chief purpose is to consider the 
"human element" in the formulation of plant policies and practices. It also 
serves as a "clearing house" for current problems of administration involving 



(6f) 



employee relationsMps. Menibersliip Includes foremen, supervisors, department 
managers and one plant manager, chosen on the "basis of department population. 

While this program is not, strictly* speaking, a training program, it 
does, ty reason of its purpose and scope, provide an excellent means of 
developing in foremen the necessary management ability required in their 
jobs. This is evident from the basic responsibilities of the board which are 
given as follows: 

1. Formulating (subject to approval) policies and practices govern- 
ing disciplinary action; granting of benefits and privileges, 
and other matters concerning human relations in the various 
plant departments. 

2. Planning specific programs for more effective utilization of 
materials and manpower. 

3. Planning specific programs such as safety drives. Community 
Chests, etc. 

THE FOREMEN'S POLICY MAHUAl. Although the foremen's policy manual is not 
primarily a training technique, it does have its place as a supplementary 
training device. As such, it can be of considerable value if it is consid- 
ered in the light of a continuation of the training program for foremen. In 
fact, one of the methods frequently used to build a policy manual is to co- 
ordinate it with the foremen's training conference — develop it as an out- 
growth of the meetings, with the basis for specific policies determined by 
conference discussions. The summary of the meetings can then be put into 
writing as the first step toward preparing the manual. 

It should be understood, however, that the manual cannot substitute for 
the proper selection, training and direction of foremen — its main purpose 
should be as a gcuide and a means of communication between management and 
foremen. If the manual is to serve as a means of communication it must, of 
course, be in loose-leaf form, so that the frequent notices of changes in 
policy or procedures may be inserted. 



ism 



That the preparation and distribution of a policjr manual is considered 
important by most companies is indicated by the fact that two-thirds of those 
contributing to this report have distributed such manuals to their foremen or 
are now in the process of preparing one for distribution. 

One of the advantages of preparing a policy manual is that many of the 
policies, rules and regulations which Just grew along with the company, may 
be weeded out and eventually replaced with standard policies and procedures. 
Another advantge is the replacing of the numerous dog-earned booklets, the 
torn mimeographed sheets, and miscellaneous pamphlets which have been issued 
over the years to foremen with one easy-to-use boolc. These miscellaneous 
collections of material are not only difficult to use, but generally take up 
too much room in the small space allotted to foremen for their files. 

Of course, one of the main reasons so many companies keep putting off 
the preparation of a policy manual is the big job of gathering up all this 
miscellaneous material, sorting it, and determining which policies should be 
retained and which discarded because they have become nonessential. The 
actual preparation of the manual itself may seem like a small task in com- 
parison with this weeding-out process. 

PREPARIHG THE MAMJAL. One method of preparing a policy manual is to set up 
a committee to make a study of existing policies and rules of the company. 
The committee then draws up a list of subjects affecting the day-to-day func- 
tions of all supervisory employees. The next step is to meet with repre- 
sentative foremen from various departments and to check over the subject mat- 
ter of the proposed manual. This step helps to eliminate superfluous paper 
work, out-of-date rules, and to break up various bottlenecks that have vm- 
knowingly been impeding production. Furthermore, no really practical manual 
can be written by top management alone — only the foremen who are going to 



(69) 



use it are competent to Judge whether the policies are stated clearly enough 
so that they may "be readily understood. 

Getting the foremen to help with this job not only enables the committee 
to do a more thorough job of weeding out policies, but stimulates superrisory 
interest In the manual after it has been prepared and distributed. It's 
theirs — and every foreman can take a certain pride in it, knowing that it was 
prepared from scratch and that it is based on fundamentals. 

The chairman of the committee should be a man with sufficient authority 
to take over the responsibility for passing upon policies and procedures. As 
to the actual writing of the manual, it is best to have this done by a compe- 
tent writer. If he is familiar with the company's methods of operation, so 
much the better. This is not actually necessary, however, for a trained 
writer can readily pick up all the information essential to the job of writ- 
ing a manual. 

It is important to have all such manuals approved by the top operating 
executive — this includes all revisions or new editions as well as the prepa- 
ration of the first manual. Unless the foremen's manual is so approved and 
authorized, it may fail to win company-wide acceptance. 

Still another procedure followed by a number of compajoies is to turn 
over to an outside agency the entire job of compiling the policy manual. 
This is often no more expensive than preparing the manual within the company, 
for the planning and preparation of any policy manual is a time-consuming 
job. Furthermore, it involves the cooperation of well-paid executive person- 
nel as well as the time of many foremen. It is generally a good idea to get 
an estimate of the cost of such a procedure from an outside agency and then 
estimate the costs of a similar job done within the organization. 



(70) 



SUBJECT MATTER OP THE POLICY MAMJAIi. There may be as many as 500 or more 
topics included in the policy manual and they will, of course, vary from com- 
pany to company, depending upon the size of the organization, the products 
manufactured and other factors. However, the minimum list of main subjects 
is generally as follows: 

History of the company Wage and salary administration 

The foreman's job Planning for production 

Labor negotiations Maintenance 

Hiring, placement, and termination Work simplification 

General personnel practices Safety and health 

In Exhibits XI, XII, and XIII are several tables of contents from fore- 
men's policy manuals now in use which indicate the variations possible in 
setting up subject headings as well as the variations in the arrangement of 
these manuals. 

TYPES OP MAHUALS IN USE. Foremen's policy manxials vary so greatly, almost no 
two are alike in appearance or in the arrangement of their contents. The 
manuals analyzed for this report vary from 3^ by 6 inches in size to 9^ by 
12-| inches. Covers vary even more so. Some manuals are bound in stiff paper 
covers and some in leatherette. The majority, however, are unbound, being 
inserted in durable leatherette or cloth-covered ring binders. A few manuals 
are spirally bound and several are simply 8-|- by 11-inch mimeographed sheets 
fastened with metal brads in regular manuscript or report style paper covers. 
One of the most attractive and complete policy manuals received in this 
study is that prepared for the foremen of the New Departure Division of 
General Motors, Bristol, Connecticut. This manual is about 6^ by 9 inches in 
size, is loose-leaf in form, and has sturdy leatherette covers. The text is 
clearly and simply written and, wherever possible, statements have been made 
as to just what the foremen is to do under given circumstances, and how to 
do it. 



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TABLE OF CONTENTS 
(Revised) 



Exhibit XII 



EMPLOYMENT PRACTICES 
(Section 1.0 to 1.9) 



Page 



Employee Selection 

Training 

Training (Continued) 

Promot ions 

Transfers Other Than For Lack of Work 

Transfers Other Than For Lack of Work (Cont.) 

Transfers Other Than For Lack of Work (Cont.) 

Military Training Service, Induction, and 

Reinstatement 

General Procedure Concerning the Reinstatement 

Of Our Own Veterans 

General Procedure Concerning the Reinstatement 

Of Our Own Veterans (Cont.) 

General Procedure Concerning the Training 

Of Veterans 

General Procedure Concerning the Training 

Of Veterans (Cont. ) 

General Procedure Concerning the Training 

Of Veterans (Cont.) 
Infraction of Company Rules 
Infraction of Company Rules (Cont.) 
Infraction of Company Rules (Cont.) 
Separations 
Separations (Cont. ) 
Lay-offs Due to Lack of Work 
Group Transfers Due To Lack Of Work 
Group Transfers Due To Lack Of Work (cont.) 
Group Transfers Due To Lack of Work (Cont. ) 
Continuous Service 
Continuous Service (Cont. ) 
Continuous Service (Cont.) 
Performance Record 



1.10 
1.15 
1.16 
1.20 
1.25 
1.26 
1.27 

1.30 

1.31 

1.31 (a) 
1.32 

1.32 (a) 

1.32 (b) 

1.35 

1.36 

1.37 

1.45 

1.46 

1.50 

1.52 

1.53 

1.54 

1.55 

1.56 

1.57 

1.60 



ATTENDANCE 
(Section 2.0 to 2.9) 



Hours of Work 

Hours of Work (Cont.) 

Absence 

Absence (Cont. ) 

Tardiness 

Time Cards 

Time Cards (Cont. ) 

Time Spent Away From the Department 



2.10 
2.11 
2.20 
2.21 
2.30 
2.40 
2.41 
2.50 



II 



TABLE OF CONTENTS Continued 



PAY PROCEDURE MP TAXES Page 

(Section 3.0 to 3.9) 



Wage Rates 3.00 

Wage Rates (Cont. ) 3.00 

Wage Rates (Cont. ) 3.01 

Wage Rates (Cont. ) 3.02 

Wage Rates (Cont. ) 3.03 

Wage Rates (Cont. ) 3.04 

Wage Rates (Cont.) 3.05 

Changes in Rates 3.15 

Changes in Rates (Cont. ) 3.16 

Changes in Rates (Cont.) 3.17 

Payroll Policy Chart 3.20 

Payroll Policy Chart 3.21 

Payroll Provisions 3.25 

Payroll Provisions (Cont. ) 3.26 

Overtime 3.30 

Holidays 3.35 

Holidays (Cont.) 3.36 

Pay for Emergency Work 3.40 
Pay for Regular Wage Earner Reporting for 

Work When None is Available 3.45 
Pay for Weekly Salaried Employees When 

Absent 3.50 

Pay for Employees Injured At Work 3.51 

Pay For Jury Duty 3. 55 

Election Day 3.60 

Pay Advances 3.65 

Withholding Tax 3.70 

Social Security (Old Age Benefits) 3.75 



EMPLOYEE BENEFITS 
(Section 4.0 to 4.9) 



Insurance (Group) 4.10 

Insurance (Group) (Cont.) --■ ^' -'-•?- 

Insurance (Hospital) 4.15 

Insurance (Hospital) (Cont.) 4.16 

Retirement Plan 4.20 

Retirement Plan (Cont.) 4.21 

Unemployment Compensation 4.25 

Vacations 4.30 



Ill 

TABLE OF CONTEOTS (Continued) 

HEALTH Page 

(Section 5.0 to 5.9) 



Illness 5.10 

Illness (cont.) 5.11 

Injuries 5.15 

First Aid 5.80 

Blood Donors 5.21 

Workmen's Compensation Law 5.25 

Workmen's Compensation Law (Cont.) 5.26 

Safety 5.30 

Safety (Cont.) 5.31 

Quar ant ine 5.35 

Lunches 5.40 

Eye Clinic 5.45 



SERVICES FOR EMPLOYEES 
(Section 6.0 to 6.9) 



Cafeterias 6.00 

Employee Magazine 6.05 

Balco Cooperation Plan 6.06 

Balco Cooperation Plan (Cont.) 6.07 

Balco Cooperation Plan (Cont.) 6.08 

Employee Counselors 6. 10 

Employee Counselors (Cont. ) 6.11 

Suggestion System 6.15 

Suggestion System (Cont.) 6.16 

Telephone Calls 6.20 

Towels and Soap 6.25 

Parking 6.30 



Garage 



6.35 



Garnishees, Assignments, and Liens 6.50 

Savings Plan 6.55 

Loans of Company Property 6.56 

Loans 6.60 

Libraries 6.65 

Purchases by Employees 6.70 



EMPLOYEE PROPERTY 
(Section 7.0 to 7.9) 



Protective Equipment 7.10 

Protective Equipment (Cont.) 7.11 

Damage to Personal Possessions 7.15 

Stolen Property 7.20 



TABLE OF CONTENTS (Continued) 



IV 



Page 



Inventions and Ideas 7. -25 

Contributions ' y ^q 

Packages 7.35 



PLANT SECURITY 
(Section 8.0 to 8.9) 



Plant Protection 8.10 

Plant Guard System 

Fire Department 

Identification 8.15 

Entrance Rules 8.20 

Entrance Rules (Cont. ) 8.21 

Keys 8. 25 

Smoking 8. 30 

Radios 8.40 



NOTIFICATIONS 
(Section 9.0 to 9.9) 



Employees' Information Booklet 9.10 

General Notifications 9.20 

General Notifications (Cont.) 9.21 

Bulletin Boards 9.25 

Changes in Names, Family Status, and 

Address 9.30 



TRANSPORTATION 



(Section 10.0 to 10.9 



Automobiles 10.10 

Traveling Allowances > 10.20 



Exhibit XIII 



TABLE OF CONTENTS 

Page 
Management 1 

Your Job 2 

Employee Relations 3 



Company-Union Relations 4 

How Your Wages Are Determined 5-7 

Guarantee of Fair Treatment 8 

Pay Day 9 

Hours, Overtime and Night -Shift Premixom 10 

Dinner Allowance 10 

Leaves of Absence 11 

Sick Leave 1?-13 

Vacations 14-15 

Group Life Insurance 16 

Workers' Benefit Fund 16 

Retirement Plan 17 

Hospitalization 17 

Old Timers Club 18 

Method of Computing Length of Service 19 



IN^EI 



Employment Procedure 

Records Handling Procedure (Special Distribution) 

Induction Procedure 

Work Discipline 

Wage & Salary Administration (Special Distribution) 

Time Study Procedure - Setting Piece Rates 

Continuous Service Policy 

Seniority 

Leave of Absence Policy 

Military Leave of Absence Policy 

Minimum Daily Pay 

Overtime Policy 

Night Premium Policy 

Vacation Policy - Office Payroll 

Vacation Policy - Factory Payroll 

Holiday Pay Policy — Factory Payroll 

Group Life Insurance Policy 

Group Hospitalization Plan - Blue Cross 

Group Hospitalization Plan - Traveler's (Not Prepared) 

Profit Sharing Plan 

Employe Qualifying for Office Payroll 

Employe Rating Procedure 

Accident Reporting Procedure 

Compensation of Employes - Absent Due to Plant Accident 

Death or Serious Illness of Employe at Work 

First Aid - Record Procedure 

Exit Interview Policy 



m) 



A tab indez enables the foremen to find the right page instantly. In 
addition, each section of the manual carries on the section divider, a list 
of the main subjects included in that section. A complete cross indez., 
alphabetically arranged, has been added at the end of the manual to help the 
foreman find the exact page of the subject matter he needs. 

Since the arrangement and subject matter of this manual has been par- 
ticxilarly well organized, the main and subheads are listed below as they 
appear in the manual except, of course, for the page numbers: 



Section I. Employee Placement 
Requisitioning help 
Hiring 
Rehiring 
Re ins tatement 
Induction 

Job or shift chajige 
layoff 
Termination 

Section II. Pay Procedures 
Clock cards 
Pay receipts 
Pay schedules 
Prepays 
Deductions 

Section III. Wage Administration 
Job codes and wage rates 
Classification of employees 
Hours of work 
Overtime premium pay 
Back pay 
Call-in pay 
Holidays; Yacation provisions 

Section lY. labor Relations 
Contract (Definition of) 
Seniority 
Grievances 
Committeemen 
Discipline 

Intimidation and discrimination 
Strike or work stoppage 
Production standards 
Merit report 
Transfers 



Section V. Employee Welfare 
Health — Medical services 
Plant protection 
Workmen's compensation 
Insurance 
Mutual aid association 

Section VI. Safety 
Place of the foreman in safe 

plant operation 
Reporting accidents 
Departmental sa,fety inspections 
Safety training 
Personal protective equipment 

Section YII. General Procedures 
Departmental employee record 
Miscellaneous records 
Leave of absence 
Yeterans 
Suggestion plan 
Telephone calls 

Section YIII. Employee Activities 
Social activities 
Athletic activities 
Publications 
Service groups 

Section IX. Appendix 

Shop rules 
Safety rules 

Section X 

Alphabetical index 

List of forms and passes 



i!7Z) 



BOUND VS. LOOSE-LEAP MAMJALS. As mentioned in the preceding pages, the 
majority of the companies contributing to this report prefer the loose-leaf 
manual to the bound type. The reasons are obvious, for once the manual has 
been put into permanent binding, it cannot be added to, and there is the 
problem of what to do with additional material on policies and procedures. 
Either a loose-leaf binder must be furnished the foremen for these additional 
bulletins or once again the foreman's files will be cluttered up with a mis- 
cellaneous amount of material. 

Of course, if the mstnual is to be completely revised every other year, 
then a bound manual may be suitable. In such a case, the printer is in- 
structed to hold the type or "keep it standing" so that the pages which do 
not need revision may be run off from the original type. 

One advantage claimed for the bound manual is that it carries more pres- 
tige in the eyes of the foremen than the loose-leaf type. This is, of course, 
a matter of opinion and one which would be difficult to prove. 

Regardless of the type of manual — loose-leaf or bound — it is advisable 
to imprint the foreman's name on the cover for this undoubtedly does add 
prestige. The name may be hand stamped in gold or color on either the loose- 
leaf type or the bound manual. 

FOREMEN'S GUIDES. In addition to the regular foremen's policy manuals, quite 

a few companies have found it advisable to prepare special booklets covering 

the functions of the foremajti's job. Among the attractive publications of 

this type are the following: 

A Career with General Shoe — General Shoe Corporation, Uashville, Tenn. 

For Executives — Aldens Inc., Chicago 

Supervisor Induction Program — Thompson Products, Inc. , Cleveland, Ohio 

Supervisory Management Audit Summary — Westinghouse Electric Corporation 

Basics of Supervision — Standard Oil Company of New Jersey 

Guide for Supervisors — Railway Express Agency, New York 

The Foreman's Job — New Departure Division of General Motors 



(73) 



These booklets vary in size from 5 by 6 irLches to 8-|- by 11 inches and 
from 18 pages to 75 pages. In all cases but one, the booklets are illus- 
trated with sketches and charts. 

Since the General Motors booklet is one of the newest of this group, a 
few of the details may be of interest to the reader. The material for the 
booklet was gathered from a series of conference meetings with the coopera- 
tion of the factory manager, superintendents, and supervisors. Sixteen 

supervisor^'- responsibilities are covered, as listed below: 
m 

Induction Tools and equipment 

Job placement Efficiency 

Job training Keeping employees on the job 

Work schedules Methods improvement 

Quality control Employee contacts 

Good housekeeping Grievance procedure 

Discipline Cost 

Employee development Safety 

Each of these subjects is broken down into: First, a general discussion 
of the topic; second, a definition of that subject; third, "What to Do"; 
fourth, "What to Know"; fifth, "Symptoms of Objective Failure," and sizth, 
"Case Illustrations of Objective Failure." 

From this outline it is easy to see what an unusually good job has been 
done of presenting the foreman with a complete outline of his job. 

These foremen's booklets or guides may be of value as an additional aid 
in training for they may be passed out to new foremen or to foremen who are 
receiving training. They are also helpful in the organization which has not 
yet got around to preparing a foremen's policy manual. Of course, they do 
not take the place of a policy manual, but in lieu of such a manual, an out-~ 
line or description of the foreman's duties in booklet form is a handy guide 
for the members of the supervisory group to have on hand. 



(74) 



DOES THE TRAINING PROGRAM WORK? Do the training programs pay off? Do the 
foremen get anything out of the conferences and round-table meetings? Have 
the training plans improved the know-how of the supervisory groups? 

These are some of the questions that are asked after the training pro- 
gi-ams get under way. It is not difficult to answer these questions, if 
training programs and procedures for the development of management attitudes 
are checked from time to time. As stated in the preceding pages, no training 
program should go xmchecked, for if unchecked, management is not only losing 
the opport"unity to improve such programs, but it is failing to show the fore- 
man that the company does have an interest in his problems. 

One method of checking the efficiency of the conference training program 
is to provide foremen with a checklist at the final meeting of the series. 
This checklist should not only serve as a check against such factors as the 
value of the subjects discussed, the attitude of the leader, the opportunity 
to take part in the discussion, etc., but it should also provide space for 
the foreman to indicate his general attitude toward the whole training pro- 
gram. This type of check-up is described on page 63. 

Another method of determining whether the foremen training program is 
producing results is by use of merit rating of the supervisory group. If the 
merit rating procedure is coordinated with the training program, i.e., fol- 
lows the program at an interval which may allow for necessary improvement In 
foremen's attitudes and procedures, then the supervisory rating may be a good 
indicator of training results. 

RATING THE SUPERYISORY GROUP. Merit rating of the supervisory group may 
serve several purposes. One, it may serve as a control of the whole program 
of foremen development and training; two, it may provide an opportunity to 
help the individual foreman by directing his efforts toward self- improvement; 



three, It may serre as a "basis for compensation of the supervisory group; and 
four, it may indicate that the company is serious in its efforts to make 
foremen a part of the management group. 

In companies which have never rated the supervisory group, there may he 
some hesitancy about doing so. However, foremen are constantly being rated 
whether a formal rating plan exists or not, for they are being judged on the 
performance of their jobs every working day. Without a formal rating pro- 
gram, many of these judgments or appraisals may be faulty or inaccurate, to 
say the least. And, too, many of these appraisals are those of one man only, 
whereas a formal rating program requires rating by two or more persons. This 
acts as a check against too erroneous an appraisal and permits of better 
judgment in securing an estimate of a man's work. 

There are two areas of rating to be covered in the use of a formal rat- 
ing program. These are (1) objective and (2) subjective. In the objective 
area are those factors which may be checked from the records, such as: Quan- 
tity and quality of production, costs, accidents, and attendance. In the 
subjective area, are such potentials as leadership, cooperation, initiative, 
judgment, aggressiveness, enthusiasm, and other matters relative to his atti- 
tude toward his job and his workers. These factors are, of course, more 
difficult to rate. 

TRAINING THE EATERS. Since the quality of rating is limited by the fairness, 
judgment, and honesty of the raters themselves, efforts should be made to 
provide the required training essential to doing a good job of rating. Good 
training for the raters is a most important step for \inless they understand 
the significance of the rating plan, its purpose, and its entire operation, 
the rating program will be badly handicapped from the start. 

Each step of the rating program should be carefully explained to the 



(76) 



raters — its weaknesses, common difficulties, and pitfalls slio-uld be covered 
thoroughly. One way to give the raters a bit of practice at rating is to 
have them rate one another during their training program. The main weak- 
nesses they should guard against is in being too subjective, which is nothing 
more or less than expressing personal opinions or prejudices; including too 
many "average" rates and making the ratings either too high or too low. 

Details of rating procedures and methods of training raters were given 
in a previous Dartnell repojrt.* 

THE RATIUG FORM. The rating form should be as clear and as explicit as it is 
possible to make it and the traits or qualities included in the form careful- 
ly defined in order to assure imiformity of interpretation by the raters. 

The rating form or process of rating should not be considered final once 
it is set up. It should be revised from time to time, not only to improve 
it, but to stimulate new interest in the rating procedure, for forms that are 
in use over a long period of time, tend to become meaningless. Thus a re- 
vised form succeeds in arousing new interest and, if properly handled, new 
enthusiasm among employees. 

In the exhibits which follow this page are several examples of unusually 
good rating and review forms for foremen and supervisors which are in use 
today. It is not suggested that readers take these forms as examples of what 
should be used in their plants. Rather, they are offered here as a guide 
toward the preparation of rating forms for individual companies. It is 
important that the rating form be tailored to the needs of the individual 
company for what may work in one organization very well, may not be at all 
suitable for another company. 



^Report Wo. 525, "Employee Rating Programs." 



Exhibit XIV 



Form A-245 L&R 46912 



Name- 



MERIT RATING FOR SUPERVISORY EMPLOYEES 

General Shoe Corporation 



_Date_ 



-Score- 



Department- 



_Position- 



-Grade 



Review of Service for Last Six Months 

1. In what respects can this individual show improvement? 



2. On what do you recommend training emphasis be placed this year? 



-No. 



3. Do you recommend transfer for this individual? Yes No If yes, where?__ 

4. Have you had any complaints about his work during the past six months? Yes 

Were complaints: Minor? Serious? . — 

5. Have you'given this individual any special commendation or encouragement on his job performance in the past six- 
months? Yes ^No ^ 



FACTORS 



1. PERFORMANCE— Results accomplished, dependability, 
speed, accuracy, thoroughness, energy, absence of pro- 
crastination, initiative, perseverance. 



2. PERSONAL CHARACTERISTICS— Courage, sense of 
humor, acceptance of social and public obligations, attrac- 
tive personality, appearance, self-control, home relation- 
ships, self-confidence, respect of associates, integrity. 



COOPERATION AND LEADERSHIP— Ability to work 
successfully with others, tactfulness, pride in achieve- 
ment, absence of petty ideas, ability to adapt himself to 
the organization, and its policies, loyalty, open-minded- 
ness, enthusiasm. 



GENERAL INTELLIGENCE AND SPECIALIZED 
KNOWLEDGE— All-round intelligence and breadth of 
vision. Knowledge of own position and aims of the com- 
pany, ability to grasp and develop improved methods, 
ideas and suggestions. 



5. EXECUTIVE SKILL— Assumption of responsibility and 
willingness to develop subordinates, ability to plan, or- 
ganize, delegate, supervise, meet emergencies calmly and 
skillfully, judgment, aggressiveness, efficiency. 



CS FUTURE VALUE TO THE COMPANY— Probable future 
' usefulness to the company, giving weight to age and pres- 
ent position, difficulty of replacing satisfactorily. 



Unsatis- 
factory 



Below 
>^verage 



Aver- 
age 



Above 
Average 



Excel- 
lent 



Percentage Values of the Factors 



40 



70 



Signature of Rater 



SEE REVERSE SIDE FOR INSTRUCTIONS 



INSTRUCTIONS FOR MERIT RATING REPORT 

Supervisory Employees 

General Shoe Corporation 

When practical each person should be rated by next three higher supervisors. 

Rate all the people you have on your list on the same day and, if possible, without 
interruption. Don't start rating unless you can complete them. Indicate your opinion 
by placing an X in a box. Do not grade on half way marks. 

When rating an employee, consider items listed beside each rating factor as re- 
lated to the position held by the employee and the length of time he has held the 
position. For example, a supervisor who has been in a position only a few months 
may not have the knowledge that a supervisor has that had been in a similar position 
for a number of years, however, considering the length of time he has been in the 
position and the opportunity he has had, he might be rated as high as the supervisor 
of longer service. The same may be true in the case of skill, judgment, etc. Also, 
when rating an employee, remember that one employee, for example a Department 
Manager, may not be required to exercise the same judgment, have all the skill, 
knowledge, etc., as a Superintendent, General Superintendent, or another employee 
but in his job could be rated as high. Rate the person on the basis of what is ex- 
pected from him considering the job, length of time on the job, etc. 

Return forms not later than August 16th to O. C. Williams, General Shoe 
Building, Nashville, Tennessee. 



PERSONNEL RATING 

FOR 

CHECK LIST SUPERVISORS 



Exhibit XVI 



Name of executive rater_ 



Name of reviewing rater_ 



-Name of supervisor rated- 

Section and unit 

-Length of service 



-on this |ob lince. 



CONSIDER 
QUALITIES: 

1. Supervisor's knowledge of his job refers to: 
familiarity with various procedures of the 
work and fundamentals on which it is based. 



REPORT 

(Excellsnt) 



lniu(Ficl«nt 
knowledg. of 
some phoMs 

of the lob. 



Inadaquots 
comprehension 



POINTS 



2. Supervisor's work exptrience refers to: skill 
and practical wisdom gained by personal 

knowledge. 



Excellent 
background 

""for Tob!"^ 



3. Supervisor's educotionol background refers 
to: amount of formal academic training re- 
lated to job. 



4. Supervisor's success in acfapting improved 
methods in his own work refers to: ability to 
adjust to new changes. 



5. Supervisor's success in organizing the work 
in his activity refers to: ability to delegate 
authority and plan to complete tasks on 
schedule. 



6. Supervisor's success in reducing costs and 
increasing profits refers to: ability to keep 
within or below budget. 



10 


8 


6 


4 


2 


Superior 
academic 
training. 


Good. 


Limited. 


Adequate. 


Inodequote. 










10 


8 


6 


4 


2 


Highly 
constructive. 


Resourceful. 


Fairly 
progressive. 


Routine 
worker. 


Uncooperative. 


10 


8 


6 


4 


2 



Effective 
ven under 
difficult 
;onditions. 


Effective 

under normal 

conditions. 


Average 


Lack. ' - 

plonnlng. 


Inefficient. 


10 


8 


6 


4 


3 


Extremely 
snscientious 


Conscientious 
under normal 


Possively 

interested. 


Indifferent. 


Wasteful. 



7. Supervisor's accuracy refers to: a high per- 
centage of freedom from mistakes. 



8. Supervisor's cooperativeness refers to: an ap- 
preciation of collective action for mutual profit 
or common benefit; does he hold up his end? 



Often 
difficult 
o handle. 



Supervisor's initiati> 
ability to introduce 
resourcefulness. 



Highly 


Very resourc 


nious; good 


ful; olway! 


.w ideas. 


busy. 



will do things 



10. Supervisor's success in training work 
to: ability to develop those unde 
their maximum capacity. 



Hinders 

natural 

svelopment. 



11. Supervisor's loyalty to the company and 
eagerness to promote its welfare, refers to: 
being faithful and showing enthusiasm to- 
wards company and its policies. 



12. Supervisor's success in winning confidence 
and respect through his handling of his peo- 
ple refers to: obility to appreciate, under- 
stand, and direct individual differences in 
people; freedom from bios. 

13. Supervisor's success in handling errors refers 
to: ability to develop maximum accuracy on 
the part of his workers. 






obtain I 



Foils to 
commond 
:onfidence 



14. Conditi( 



1 of supen 
of unit, mi 



or's unit refe 
ale of worker 



15. Supervisor's personality refers to: external 
mannerisms consciously or unconsciously adopt- 
ed to meeting life's situations and their 
effect upon people. 



16. Supervisi 



efers to: outward 



orderly worker. 

Morole very 

high. 



epiionally 

)leasing 

sonplity- 



Neot unit, 

workers' 

morale high. 



isorderly, 
rkers' all 



Very 
avorabi 



Likeable 

but not 

outstanding. 



Neat but no 



isfoction— 

legative 

rsonality. 



17. Supervisor's health refers to: soundness of 
body and mind, freedom from physical dis- 
ease and disability. 

18. Supervisor's mentality refers to: quality of 
mind and mental power, creative intellectual 
ability of a person. 



Sufficiently 
heollhy to 
handle job. 



Well-informed 
on subiect re- 
lated to iob. 



Little ability 
interpret ne^ 



TOTAL 



(Percentage secured by dividing total points by 180)_ 



Remarks: 



Supervisor's capocity and ambition for futuri 

Making satisfactory progress. 

Questionable. 

Going backward. 



Remarks: 



He is ambitious to progress and should be advised how best to qualify himself for 
executive should give the employe this advice? 



Remarks: 



' has taken special cour: 



Remarks: 



D. He has token the folio 



under the sponsorship of Aide 



Remarks: 



E. He desires special or further training 



Shov/n to supervisor on (date) 

Discussed y/Hh supervisor on (date)_ 
Did not show to supervisor because- 
His reactions were 



Supervisor's signature 



Executive's signature 



Date of rating 



Exhibit XVIII 



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£5 



Exhibit XIX 



CONSOLIDATED VULTEE AIRCRAFT CORPORATION 
DIVISION 

EVALUATION 

For Executive, Supervisory, Administrative and Professional Employees 

Date 



.19.. 



EVALUATOR'S NAME 

DEPT. & SECTION 

CLASSIFICATION 

HOW LONG ON JOB._ 

HOW LONG HAVE YOU KNOWN EMPLOYEE.. 
HOW LONG SUPERVISED EMPLOYEE 



EMPLOYEE'S NAME 

DEPT. & SECTION 

CLASSIFICATION 

HOW LONG ON JOB AGE.. 

HIRE DATE ORIG. DIVISION 

NO. EMPLOYEES RESPONSIBLE FOR 

CLASSIFICATION OF HIGHEST SUBORDINATE 



INSTRUCTIONS 
Evaluate the employee on the job now being performed. Consider each characteristic separately regardless of the rating for ai 
sider the line under the column as a scale, the extreme right approaching perfection, the extreme left as inadequate for his pr 
on the line under the words which best describe the Individual. A checlr may be placed at a point between the columns to in< 
little better than the lower qualification, not quite equal to the next higher qualification. Place only one check on a line and 



other characteristic. Con 
nt position. Place a chcc 
ite that the employee is t 
:heclc every line if possible 



Omission of a check on any line will indicate a rating lower than the qualifications at the extreme left. Approximately the center of Column 2 willbe 
sidered normal and adequate to satisfactorily perform the job in your opinion. All check marks arc to be made in ink. Other information may be recorded 
in ink or on the typewriter. 



Description of dgjies. (Be brief.) 



1, CONSIDER THE COMMAND OF KNOWL- 
EDGE ESSENTIAL TO SPECIFIC JOB AND 
RELATED WORK. 



2. CONSIDER ORIGINAL CONTRIBUTIONS 
MADE TO IMPROVE METHODS 



3. CONSIDER OUANTITY OF WORK AC- 
COMPLISHED—ABILITY TO PRODUCE RE- 
SULTS 



4. CONSIDER ACCURACY, THOROUGH- Work is somewhat be 
NESS AND DEPENDABILITY OF RESULTS— low standard. 
ABILITY TO TURN OUT WORK WHICH 
MEETS QUALITY STANDARDS 



Fair or little Icnowlcdge 
of specific job. Has 
poor knowledge of re- 
lated work. 


Normal or adequate 

knowledge of specific 
field. Has fair workinq 
knowledge of related 
work. 


Is well informed In own 
field. Has good work- 
ing knowledge of re- 
lated work. 


Exceptionally thorough 
knowledge of work in 
his own field and in 
related fields. 


Routine Worker — Con- 
tributes little beyond 
what is required. 


Fairly creative. 


Above normal creative 
contributions and orig- 
inality. 


Highly constructive and 


Results are satisfactory 
only when closely su- 
pervised. 


Adequate results ob- 
tained on most assign- 
ments. 


Frequently turns out 
more than normal 
amount of work on 
most assignments. 


Consistently gets maxi- 
mum results. 



Work meets standard Work is well done and Work is of the highest 

requirements. Results dependable. Consistent- quality. Is thoroughly 

usually dependable. iy meets specified dependable, 

quality. 



S. CONSIDER SENSE OF PROPORTION, 
COMMON SENSE, AND JUDGMENT 
SHOWN IN WORK 



6. CONSIDER COOPERATION WITH OTHER 
UNITS OF COMPANY— KNOWLEDGE AND 
APPRECIATION OF PROBLEMS OF OTHER 
UNITS 

7. CONSIDER SUCCESS IN BUILDING AND 
MAINTAINING GOODWILL, RESPECT AND 
LOYALTY OF SUBORDINATES 



8. CONSIDER SUCCESS IN DEVELOPING 
AND IMPROVING SUBORDINATES BY IM- 
PARTING INFORMATION, AROUSING IN- 
TEREST AND AMBITIONS, AND DELEGAT- 
ING RESPONSIBILITY AND AUTHORITY 



Makes frequent errors 
in Judgment. 


Judgment usually sound 
under normal circum- 
stances. 


Exercises good judg- 
ment. 


Exceptionally sound and 
sensible. 


Has not learned to co- 
operate with other 
units. 


Cooperates when neces- 
sary or when asked. 


Cooperates willingly. 


Cooperates exception- 
ally well. 


Fails to command re- 
spect or has consider- 
able friction among 
subordinates. 


Accepted by subordi- 
nates. 


Is respected by subor- 
dinates. 


Is a capable and force- 
ful leader. 


Neglects to develop or 
discourages s u b o r d i- 


Develops subordinates 
satisfactorily. 


Develops above aver- 
age subordinates. 


Develops subordinates 
of exceptional calibre. 



9. CONSIDER SUCCESS IN PLANNING AND Work is poorly 
ORGANIZING WORK. ized. Lacks plan 

ability. 



10. CONSIDER COURAGE TO EXPRESS AND Tends to 

DEFEND PRINCIPLES AND CONCLUSIONS others 

WHICHCAREFULAND LOGICAL judgment. 
THOUGHT INDICATE ARE CONSTRUCTIVE 



Usually adequate under 


Effective unde 


r difficult 


Very successful even 


normal circumstances. 


circumstances. 




under most adverse cir- 
cumstances. 


Expresses honest con- 


Willingly 


expresses 


Expresses and defends 


victions when asked to 


opinions. 




principles and opmions 


do so. 






even under adverse con- 








ditions. 



Answer for Supervisory and Executive Employees Only: 

I- 2. 3. 4. 

II. CONSIDER KNOWLEDGE OF RESPON- Needs knowledge and Has essential basic Is well informed— has Has unusually thorouqh 
SIBILITIES AS A SUPERVISOR FOR CONVAIR experience. knowledge — needs ex- good experience. knowledge of company 

periencc. policy and legal respon- 

sibilities. 



COMMENT: 

12. CONSIDER ABILITY TO ANALYZE SUB- Poor ability to analyze Fair ability— avoids se- Ability good — recom- Evaluation of personnel 
ORDINATES — FAI R N ESS, ACCURACy, personnel. rious errors. mendations above av- exceptionally accurate 

PROPER RATING, ETC. erage. —recommendations out- 

standingly sound. 



I. Is this employee well suited for the type of work he is now doing? Yes No (Consider present state of health as well as other cha 

acteristics.) If not, for what other line of work? _ 



2. What skills does employee possess other than his present occupation? List in order of importance. (Consult employee's record and your own knowledge 

(a) 

|b) - 

[c] 

3. If there are any factors with no ratings or extremely low ratings, indicate briefly the corrective measures you have taken 



4. Does you evaluation indicate: 

(a) Employee has potential beyond his present job? How demonstrated? . 



(b) Employee has not? Why?.. 



(c) Further experience with employee necessary before answering questions (a) or (b)?.. 
5. What was the reaction of the employee to the discussion of his evaluation? 



6. Remarks:. 



Evaluated by. Occupation Date. 

Signature 

Checked by Department Head - - Date.. 

Signature 

Discussed with Employee by . Occupation Date.. 

Signature 

Comment by Reviewer: - - - 



Reviewed by., 

GO-240A 



NAME 



PRESENT JOB CLASSIFICATION 



Exhibit XX 



Training 

Operating 

Sal. Adm 

Employment.. 
Emp. Servs. . 



1947 

REVIEW OF SERVICE 

WITH 



THE B. F. GOODRICH COMPANY 



Akron Salaried Personnel 

FORM II 



In your evaluation of this individual, please consider (1) Performance of the job during the past year, (2) 
Capacity for development and progress with the company. Make your rating an accurate, complete 
picture of this individual. Support gradings or opinions with facts wherever possible. 

1. What impresses you most about this individual's performance and potential? 



2. In what respects can this individual show improvement? 



3. Grade the following Leadership Qualities, if they apply to this job assignment. 



LEADERSHIP 



1. CAPACITY TO INFLUENCE AND 
INSPIRE 

Consider such factors as enthusiasm, 
energy, assurance and persuasive 
ability. 



D 



Practically 
None 



n 

Insufficient 

Force to Have 

Significant Influence 



n 

Satisfactory 

Drive and 

Persuasiveness 



G 

Above 

Average Ability to 

Influence and 

Inspire 



n 

Outstanding. 

An Inspiring 

Forceful Leader 



Explain: . 



2. EIWPLOYEE RELATIONS 

Consider success in selecting, train- 
ing and developing personnel, 
maintaining discipline, handling 
grievances, and interpreting Com- 
pany policies. 



D 

Fails to Maintain 

Discipline, Build 

Morale and Develop 

Employees 

Explain: 



n 

Insufficient 

Attention to 

Employee Relations 



D 

Satisfactory 

Handling of 

Employee Relations 



D 

Marked Success 

in 

Employee Relations 



D 

Outstanding 

in 

Employee Relations 



ABILITY TO ORGANIZE AND 
DIRECT WORK 

Consider the ability to plan, to dele- 
gate responsibility wisely, to exer- 
cise sufficient checks and controls, 
and to get things done in the face of 
obstacles and difficulties. 



D 

Insufficient. 

Poor Organizer and 

Administrator 



D 

Meets No More 

Than Minimum 

Requirements As 

Supervisor 



D 

Satisfactory 

in Organizing and 

Directing Work 



n 

Superior. 

Has Efficient, 

Smooth-Running 

Organization 



u 

Unusually Successful, 

Efficient, Capable 

Administrator 



Explain: 



POTENTIAL FOR PROMOTION 

1. Assuming continued development at the present rate — 

Is tliis individual promotable WITHIN ONE YEAR? Yes D Not within one year Q 

t 

If promotable — when? Immediately □ Within one year □ 
To what job(s) or types of jobs? 

GENERAL REMARKS 

Please make a brief statement concerning this individual's performance and your estimate of his or her capacity and ambition 
for advancement. . 



When this review was discussed with the person rated his reactions were: 



Signature of Person Rated 



Date 



Graded by 



Approved by 



Name 



Dept. 



Date Name 



Dept. 



Date 



m) 



COJiCPENSlTING THE FOREMAU. In securing information for this report an effort 
was made to determine the ratio of rank-and-file employee's wage rates to the 
foremen's rate. The main reason for endeavoring to secure this information 
is that training foremen to assume the responsihilities of management — to 
make thezn an integral part of the management group — necessitates a review of~ 
analysis of the wage structure. 

Out of the 115 companies surveyed, only 52 provided specific informa- 
tion. The reason less than half the companies provided this information is 
apparent, since such information is likely to be strictly confidential and 
most companies prefer not to release it. However, the data which were pro- 
vided are sufficient to give a fair over-all picture of the usual arrange- 
ments made with reference to foremen's compensation. The tabulation prepared 
from these data appears on the following page. 

SUMMARY. During the war, the need for trained foremen was so acute, mssny a 
training program was thrown together in a rush in an attenrpt to turn out 
supervisory groups which could get production and, at the same time, maintain 
employee morale. Some of these training programs were excellent; some good; 
some pretty bad. Time is an important factor in developing good foremen and 
time was something we had very little of during the war period. 

Today, however, management can afford to spend adequate time on doing a 
good job of training foremen and, as the contributions to this report indi- 
cate, they really are doing a good job. The care and thought which are being 
given today to selecting and training foremen shows that management has 
learned a great deal about the subject since the war period. 

One of the more interesting phases of present-day training is the 
preparation for selecting future foremen. Several large companies are now 



RATIO OF FOREMAN'S RATE TO RAM-AND-FILE EMPLOYEES' RATE 



COMPAM' 



RATIO 



COMPANY 



RATIO 



Agric. equipment 

Agric. equipment 

Air conditioning 
mfgr. 

Aircraft mfgr. 
Auto parts mfgr. 

Beverage mfgr. 
Bldg. material 

Bldg. material 
Bldg. material 

Box mfgr. 
Clothing 
Dairy equipment 
Drug mfgr. 
Elec. equipment 
Elec. equipment 

Food mfgr. 

Food mfgr. 

Food mfgr. 
Food mfgr. 

Food mfgr. 
Food mfgr. 
Food mfgr. 

Glass mfgr. 
Hardware mfgr. 
Hardware mfgr. 
Hardware mfgr. 



1.25:1 

4:3 

15% higher than hrly. 
wages of highest paid 
employee in dept. 

5:3 

125% of the av. 
of 5 highest paid 
of his hrly. workers 

20% to 25% higher 

20% higher; plus 
bonus 

15:12 

20% to 30% above 
max. of hrly. rates 

1.4:1 

6:5 

35% higher 

30% to 50% higher 

15:12 • 

15%, plus, higher 
than rank and file 

25% to 40% above 
highest hrly. rated 
employees in dept. 

Over 25% above av. 
of high 25% of his 
group of workers 

20% higher than 
highest paid of 
his workers 

20% higher 

25% higher 

25% higher is the 
min. ; may be more 

1.2:1 

25% higher 

8:5 

10:8 



Hardware mfgr. 
Hardware mfgr. 

Household appliances 
Industrial mchry. 
Industrial mchry. 
Industrial mchry. 
Mining equipment 

Office equipment 
Office equipment 
Office equipment 
Office equipment 
Paper mfgr. 
Petroleum mfgr. 



Pharmaceutical mfgr. 

Plastics mfgr. 

Printing equip, 
mfgr. 

Railroad shop 

Rubber mfgr. 

Shoe mfgr. 

Soap mfgr. 



Sports equipment 
Textile mfgr. 
Textile mfgr. 
Textile mfgr. 
Tool mfgr. 
Women's clothing 



15% to 30% higher 

20% higher than top 
3 employees' average 

4:3 

1.35:1 

1.45:1 

15% to 30% higher 

20% higher, plus 
bonus 

6:5 

15% higher or more 

10% higher 

20% higher 

10% higher 

5 highest paid 
workers (exclusive 
of overtime) 
equals 75% of 
foreman's salary 

20% to 25% over 
highest paid man 
in his dept. 

4:3 

lOgf more an hour 
(min. av. ) 

63:35 

15% higher (min. ) 

5:3- 

Lowest paid fore- 
man at least 20(2? 
an hr. higher 
than workers 
supervised 

66% higher 

1^:1 

6:5 

4:3 

10:8 

15% higher 



IW 



selecting their "foremen of the future" by picking regular employees who look 
like good promotional material and having them sit in on all training courses 
and conferences with regular foremen. The Ford Motor Company, Kalser-Prazer, 
and Dumont Television, are a few of the companies which have found this a 
good method of building up a backlog of foreman material. 

Another interesting phase of training is the increased use of round- 
table or discussion meetings during which foremen learn supervisory tactics 
from one another rather than from a teacher. The use of mod'em visual aids 
in thase meetings is also noteworthy. In fact, there has been considerable 
improvement in the last few years in all the techniques used in training. 

Possibly the greatest change in foremen training has been the shift 
toward training in the technique of handling people. The results of this 
survey indicate that while companies are not neglecting to train foremen in 
the mechanics of their ^obs, they are placing greater emphasis upon the need 
for adequate training in handling neoTJle in supervision. More attention is 
also being paid today to the need for adequate information regarding contract 
negotiations and current labor trends. 

How can a company be certain that the training program set up is the one 
best program for its needs? It cannot — that is, not entirely. But it can 
make sure that it is pretty nearly doing all right on the training job if a 
few questions are considered carefully and answered thoughtfully before a 
training program is selected. For example, the following questions about the 
foreman's Job should enable a company to determine quite clearly what it 
needs in the way of foremen training: 

1. What is the foreman's job? 

2. What does management want from the foreman? 

3. What does the foreman want from management? 

4. What does the rank-and-file worker want from the foreman? 

5. What qualifications should the foreman have for his job? 



(79) 



6. What knowledge and skills should he have? 

7. How can we help him develop qualities of leadership? 

8. Is the foreman now recognized as part of the management group? 
If not, how can we make this an accomplished fact? 

9. Will top management take a real interest in this training program? 
10. Will there be a follow- through on the training program or is 

program alone expected to do the whole job? 

Thoughtful answers to such questions as these presuppose some real 
foresight about the whole project of selecting, training, developing, and 
guiding foremen. It presupposes interest of the top level of management — of 
recognition of the fact that it is the foreman alone who can act as a liaison 
between top management and rank-and-file employees. 

Thus, the first step in setting up a foremen's training program is to 
survey and specify the company's training needs. The second step is to plan 
the training program on a tailor-made basis. 

Supei-visory training is no overnight job — it is essentially a long-run 
proposition and the results are not always easy to spot. However, if the 
program succeeds in (1) developing the ability to think as man8g;ers rather 
than as workers, and (2) developing the ability to handle people — then it may 
be said that the training program has achieved its basic objectives. 



SIXTEEN POINTERS ON DEYELOPTNG FOREMEN 



1. Determine the training needs of the foremen before the program is started 
— all training programs should "be tailored to the individual company's 
requirements. 

2. Vary the training program with discussions, case studies, role playing, 
movies, sound-slidefilms, demonstrations, and exhibits. 

3. Make the foreman an integral part of the mane^ement group by every 
possible means. 

4. Provide foremen with current information about the company's future 
plajis, products, markets, sales, finances, etc. 

5. Develop (with the cooperation of the foremen) a clear-cut outline of the 
duties, responsibilities, and authority of the foreman's job. 

5. Invite the foremen to help plan the round-table meetings. 

7. Make training conferences lively and interesting as well as informative. 

8. Select conference leaders with care and see that they are adequately 
trained. 

9. Make the coH.ference room as comfortable and attractive as possible. 

10. Include assistant foremen in training conferences whenever possible — they 
are the company's future salesmen. 

11. Make the foreman's job important — emphasize it; publicize it. 

12. Make a special point of training foremen to handle discipline problems 
a-nd grievances; these are among his biggest problems. Case studies are 
best for this purpose. 

13. If possible, provide the foreman with a policy manual — it will give him 
authority for his decisions. 

14. Check and re-check the training program to see that it is accomplishing 
the purpose for which it was designed. 

15. Rate or review the foremen's work and attitudes from time to time to 
determine whether they are applying the techniques demonstrated in the 
training conferences. 

15, One training program will not be sufficient to develop a well-informed 
supervisory group. Training is a continuous process and plans should be 
made to see that foremen training is continued in various forms, week 
after week, and month after month. 



BIBLIOGRAPHY 



A reading list for foremen covering ttie 
functions of their job and th.e qualities 
of leadership. The list of titles cov- 
ers 5 years of publication, 1944-1949. 



FOREMAKSHIP! 



American Management Association — Development of foremen in management. 
Research Report Ko. 7. Pub. by the Assn., 1945. 

— How to develop competent supervision. Production Series No. 174. Pub. by 
the Assn., 1947. 

— How to prepare and maintain a supervisor's policy manual. Research Report 
Ko. 11. Pub. by the Assn., 1947. 

— Management training for foremen. Personnel Series No. 78. Pub. by the 
Assn., 1944. 

— Planning supervisory development. Personnel Series No. 96. Pub. by the 
Assn., 1945. 

— Unionization of foremen. Research Report No. 6. Pub. by the Assn., 1945. 

Amiss, John M. & Sutton, T. C. — The industrial supervisor. Ronald Press, 
1944. 

Broaded, C. H. — Essentials of management for supervisors. Harper & Bros., 
1947. 

Cameron, D. Ewen 8c Ross, H. G. — Studies in supervision. McGill University, 
1945. 

Carroll, Phil, Jr. — Timestudy fundamentals for factory supervisors, shop 
stewards and cost men. McGraw-Hill Book Company, 1944. 

Carroll, Phil, Jr. & Gardiner, Glenn — Timestudy fundamentals for foremen. 
McGraw-Hill Book Company, 1944. 

Chappie, Eliot D. & Wright, Edmond P. — How to supervise people in industry. 
Wat'l. Foremen's Institute, 1946. 

Cooper, Alfred M. — How to supervise people. 2nd ed. McGraw-Hill Book 
Company, 1946. 

Cushman, Prank & Cushraan, R. W- — Improving supervision. John Wiley & Sons, 
1947. 

Dornsife, Harold W. — Selection of supervisors. Bulletin No. 9. California 
Institute of Technology, 1944. 



Fern, George H. — Training for supervision in Industry. McGraw-Hill Book 
Oonrpany, 1945. 

Gardiner, Glenn — Wlien foremen and steward bargain. McGraw-Hill Book Company, 
1945. 

Gilbreth, Lillian M. & Cook, A. R. — Foreman in manpower management. McGraw- 
Hill Book Company, 1947. 

Halsey, George D. — Supervising people. Harper & Bros., 1946. 

Kalsem, Palmer J. — Practical supervision. McGraw-Hill Book Company, 1945. 

Loken, R. D, & Strong, E. P. — Supervision in business and industry. Funk & 
Wagnalls, 1949, 

Oberdahn, R. C. — How to select foremen and supervisors. Nat'l. Foremen's 
Institute, 1944. 

MoCaully, Harry J. — Management controls for foremen and supervisors. Funk & 
Wagnalls, 1948. 

Planty, Earl G. & Others — Training employees and managers, for production and 
teamwork. Ronald Press, 1948. 

Smith, Charles C. — Foreman's place in management. Harper & Bros., 1946. 

United States Department of Labor — Foreman's guide to labor relations. 
Bulletin No. 66. Pub. by the Division of Labor Standards, U. S. Dept. 
of Labor, 1944. 

Uris, Auren — Improved foremansMp. The Macmillan Company, 1948. 

Yeysey, Victor V. — Selecting, training and rating supervisors. Bulletin 
No. 6. California Institute of Technology, 1944. 

Wortham, M. H. — Rating of supervisors. Bulletin No. 11. California Insti- 
tute of Technology, 1944. 



EXECUTIVE DEVELOPMENT: 



American Management Association — Individualized executive selection, training 
and follow-up. Personnel Series No. 89. Fab. by the Assn., 1945. 

Auer, J. Jeffery & Ewbank, H. L. — Handbook for discussion leaders. Harper 
& Bros., 1947. 

Beckley, J. L. — Let's be human. Duell, Sloan and Pearce, 1947. 

Cleeton, Glen U. & Mason, C. W. — Executive ability. The Antioeh Press, 1946. 

Cooper, Alfred M. — How to conduct conferences. McGraw-Hill Book Company, 
1946. 



DeArmond, Fred — Executive thinking and action. McGraw-Hill Book Company, 
1946. 

Dimock, Marahall E. — Executive in action. Harper & Bros., 1945. 

Drake, Prancea S. & Drake, Charles — Human relations casebook for executives 
and supervisors. McGraw-Hill Book Company, 1947. 

Fisher, Waldo E. — Conference leader's guide. Bulletin No. 15. California 
Institute of Technology, 1948. 

Gardaer, Burleigh B. — Human relations in industry. Richard Irwin, 1945. 

Hannaford, Earle S. — Conference leadership in "business and industry. McGraw- 
Hill Book Company, 1945, 

Hoslett, Schuyler Dean — Human factors in management. Harper & Bros., 1946. 

Laird, Donald A. — Technique of building personal leadership. McGraw-Hill 
Book Company, 1944. 

McMurry, Robert N. — Handling personality adjustment in industry. Harper & 
Bros., 1944. 

National Industrial Conference Board, Inc. — Techniques of conference leader- 
ship. Studies in Personnel Policy No. 77. Pub. by the Board, 1946. 

Niles, M.C.H. — Middle management; the job of junior administrator. Harper 
& Bros., 1949. 

Schell, Erwin H. — Technique of executive control. 6th ed. McGraw-Hill Book 
Company, 1946. 

Smith, Howard — Developing your executive ability. McGraw-Hill Book Company, 
1946. 

Stowers, Harvey — Management can be human. McGraw-Hill Book Company, 1946. 

Thomason, Calvin C. — Human relations in action. Prentice-Hall, 1948. 

Tootle, Harry K. — Employees are people. McGraw-Hill Book Company, 1947. 

Young, Ross — Personnel manual for executives. McGraw-Hill Book Company, 
1947. 



